Lesson Plan #2: Skip Counting
Performance Objective: Given a number line, students will correctly fill in 12 out of 13 missing numbers using skip counting.
Resources or Materials Needed: MathBoard, dry erase marker, worksheet, pencil, play money (nickels), document camera.
Time: 60 minutes
Step 1: Pre-Instructional Activities: In a large group setting, place 10 nickels under the document camera. Tell the students that you want to buy ice cream that costs 25 cents. How many nickels will you need? Demonstrate how to find the answer by skip counting by 5’s.
Step 2: Content Presentation: Begin instruction as a whole group and end with independent work to check for understanding.
Step 3: Learner Participation: The first part of this lesson is large group where children will participate in a whole class discussion. They will practice skip counting using various objects. After the whole group instruction, distribute mathboards and a dry erase marker to each student. Each mathboard is has a number line to 100 around the boarder. Instruct the class to practice skip counting on the number line by circling groups of numbers. For example, instruct the students to circle groups of 5 up to 100. After each group of 5, have them write the total number. At the end, each board should have the numbers 5, 10, 15, 20, 25, etc up to 100 writen on it. Move around the classroom and observe as the students work to correct as needed. After practicing skip counting with various numbers have the students put their materials away and give them a worksheet to complete.
Step 4: Assessment: Each student should work independently to write at least 12 out of the 13 missing numbers correctly. (See Appendix B)
Step 5: Follow-Through Activities: Practice skip counting fluency by having students race each other. Pair them up with a partner and have them skip count as fast as they can by 2’s. Repeat the game with 3s, 4s, and so on.
Lesson Plan Summary: Start the lesson grasping the students attention by using money. Begin in a large group and end instruction with individual work to meet the needs of each student. These instructional strategies support the learning theory of Behaviorism because students practice what they’ve learned through repetition. The more practice the students do with this, the easier it will become.