Learning Area: Mathematics

WALT: Identifying that there is a pattern in numbers when we skip count

Topic: Number sequences – Consolidating skip counting and the specific vocabulary related to skip counting.

Day: M T W T F Date: 21/2/2019 Time: 11:30-12:30 Year: Two

WILF: To see if they can count by 2s, 5s and 10s and recognise the number
pattern

Content Descriptor: Investigate number sequences, initially those increasing and decreasing by
twos, threes, fives and tens from any starting point, then moving to other sequences (ACMNA026).

Cross-
curriculum Aboriginal and Torres Strait Islander histories and cultures Asia and Australia’s engagement with Asia Sustainability
priorities:

General
Literacy Numeracy ICT Critical and creative thinking Ethical behaviour Personal and social capability Intercultural understanding
Capabilities:

Learning objectives: Students will be able Assessment:
to...
 Student questioning
 Identify there is a pattern in and observation
the way we skip count by 2s,  Whiteboard session –
5s and 10s. note students who
 Understand the terms are unable to
sequence, rule and skip complete sequence
counting. unassisted.
 Recognise that we do not  Hop, Skip, Count
always have to start at zero individual activity
when we skip count. task.
 Student self-
assessment.
Prior Knowledge: Resources: Catering for diversity:
 Have experience  ‘How many feet in the  Working with a small group
counting before from bed?’ by Diane of students on the mat to
Year 1. Johnston Hamm assist them in filling in their
 Informal exposure to  Smartboard and Hop, Skip, Count activity
skip counting by 2s last connection to the tasks.
week during internet  Opportunity to extend
mathematics centre  Set of whiteboards, student by allowing them to
rotations. whiteboard markers write their 2s. 5s and 10s
 Introduction lesson to and erasers. sequence.
skip counting in 2s last  Skip count cards to 30  Specific students seated at
week. (2s, 5s, 10s) the front of the mat session
 Hop, skip, count activity to ensure they are actively
task sheet x5 involved in the lesson.
 Counting by 2s task  Early finishers skip count
sheet x22 maze booklet.
 Skip count maze
booklet x23
Timing Learning experiences Focus Questions
Introduction:
 Students seated on the mat –
 Watch ‘how many feet in the bed?’ online https://www.youtube.com/watch?v=w8UtWbgjPc0 What is this book
 Question students on how this might be related to mathematics about? How might it
be used in maths?
Sequence of learning experiences:
 Introduce WALT and write on whiteboard for students to refer to and recap last skip counting lesson
 Explain that to start with we are going to practise some skip counting all together using our big singing voices What do you notice
 https://www.youtube.com/watch?v=GvTcpfSnOMQ counting by 2s Scratch garden about the sequence?
 https://www.youtube.com/watch?v=EemjeA2Djjw counting by 5s Scratch garden Is there a pattern?
 https://www.youtube.com/watch?v=Ftati8iGQcs counting by 10s Scratch garden
 Discuss if we can skip count backwards with students – use skip count cards to reinforce this concept by having student come and Are the numbers odd
put them on the whiteboard in order and using arrows to demonstrate or even? What makes
them even? (they
 Organise students in circle (standing up). “Let’s see how high we can skip count in twos around the circle, if you get the wrong
have a friend)
number you have to sit down”
 Collect whiteboard pen container – choose students using their ‘school legs’ to collect a whiteboard marker, eraser and whiteboard
Could you explain the
and sit back quietly on the mat.
pattern to a friend?
 Once all students have collected materials explain counting on whiteboard activity where I give a selection of numbers and students
need to write the next number in the sequence. ***Chin hold and thumbs up – explicitly teach beforehand
- 0,2,4,6,8… How do we skip
- 5,10,15,20… count by 2s starting
- 102,100,98,96,94… at 6? Could we start
- 55,50,45,40,35… at any number?
- 92,94,96,98,100…
- 70,80,90,100,110…
- 1,3,5,7,9…
 Praise students using materials correctly and waiting for next instruction. Do we always have to
 Brain break card if needed
skip count in 2s
 Explain final independent activity and write instructions on board as you go
starting with an even
 Staggered release of students to desks (by groups) returning their materials as they move to seats.*keep small group on the floor
with hop, skip, count activity task. number? why/why
 Red traffic light on classroom screen and 10 minutes on timer – if students finish early, collect a skip count maze booklet from the not?
front and complete this activity at desks.
Lesson conclusion:
Why do we skip
 Signal for attention (clapping sequence)
 Have students work collected with names and date and return to mat count?
 Recap lesson and get students to explain what we did and why. What is some of the
 Student self-assessment on skip counting using thumbs system vocabulary we have
 If time permits – you tube scratch garden skip counting songs again
used today?
Could you explain
skip counting to a
friend?