Erin Gebert 2nd Grade- Math Lesson Type of Setting: Suburban, NYC public school 19- Bronx/Woodlawn NY.

This lesson plan is targeted for 23 regular functioning 2nd grade students with one ELL student. Date of Lesson: September 26th 2013

1. PURPOSE The purpose of this lesson is to help students understand that they must know what numbers they start and stop counting with, what number they are counting by, and whether or not they are counting forward or backward. These elements are absolute for when students use counting sequences. Students will become familiar with counting patterns that they can use to check their counting. Students will be able to look at a number chart in order to visualize their sequencing. The model of student differentiation includes three key elements which are student readiness, student interest, and student learning profile which can be displayed throughout this lesson plan. The rationale for this lesson is that the children have previously had experience with counting numbers and number patterns in previous grades and have learned the basics of counting forward and backward. This lesson will be geared to help students build their fluency in counting. ESSENTIAL QUESTIONS: How can you count by 1s, 5s, and 10s using numbers less than 100? How is counting forward different than counting backwards? What are the counting sequences for the numbers 5 and 10 up to 100?

2. VOCABULARY AND KEY TERMS:

Skip count: counting forwards or backwards by a number other than 1 Number line: line which numbers are marked at intervals Sequence: a specific order in which things follow one another Factor: a fact that contributes to a result or outcome 3. SKILLS fluency, counting by 1s, 5s, 10s to 100, preparation for multiplication 4. OBJECTIVES: Student will demonstrate their knowledge of counting sequences within 100 counting by 1s, 5s, and 10s Student will recognize counting patterns when looking at different groups of numbers Student will demonstrate his/her knowledge of counting by 1s, 5s, and 10s Students will be able to apply counting to everyday activities

5. NEW YORK STATE LEARNING STANDARDS: Understand Place Value CC.2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s 6. PRE-ASSESMENT: According to first grade common core standards, students will be expected to know how to add within 100. They will be expected to understand how to use place value and properties of operations to add and subtract. Having this prior knowledge should prep students with the abilities to begin counting sequences up to the number 100. They were should also understand how to extend the counting sequence consisting of counting to 120, starting at any number less than 120. They should understand place value, making it easier to begin counting sequences by 1s, 5s, and 10s. Students will be prompted with

questions asking the students to demonstrate counting by 1,s 10s and 100s. I will also ask them examples of everyday situations in which they use counting. 7. LESSON PRESENTATION: a. SET-INDUCTION: I will begin by handing each student cubes. We will use the cubes to model numbers as children count. I will place the cubes on the elmo one by one as each child counts out loud by ones as I place one cube, two cubes, three cubes, and so forth. Then, children will count without the models from 1 to 10 together as a class. I will model counting cubes by fives to thirty. Children should count 5 as I place 5 cubes then 10 as I place 10 cubes, 15 as I place 15 cubes, and so forth. Students will demonstrate their understanding by taking away the cubes and counting out loud. I will then begin to jump rope. Students will start out counting by ones as I jump rope each individual time. Then, I will ask the students only to call out the counting number sequence of five. I will count by ones. They will be expected to shout out the numbers 5, 10, 15, 20, etc. as I continue to jump rope. I will repeat the same activity for the counting sequence for the number ten. b. PROCEDURE: I will provide each student with their own individual number chart counting up to 100. http://www.teacherspayteachers.com/Product/Hundred-Chart-773442 Students will begin by counting out loud numbers 1 to 50. I will ask them what number they counted by. Students should respond by saying ones. I will then have the students count by 5s. I will call attention to the pattern that rests between counting by 5s. I will circle each number counting by 5s. I will point out that each number either ends in a 5 or a 0 when counting by the number 5. I

will then demonstrate to the students counting by tens as they count with me. I will count by 10s all the way to 100. I will draw students attention to the idea that each 10s place ends in the ending TY like in twenTY, thirTY, forTY, fifTYand so on. I will also use base ten blocks on the elmo and have students count with me. I will have the students call out what patterns we count with. I will then have the students line up against the closet doors. I will hand them each a number starting at 1 ranging to 24. They will be asked to count off their number in order. I will then pretend to be the number 0. I will ask ONLY those students who have the counting pattern of the number 5 to scream out their number. Those students with the numbers 5, 10, 15, and 20 should call out their numbers. I will do the same activity relating to the number sequence 10. I will then make the activity more difficult by handing the students numbers starting from the number 50 ranging to 74. We will start out counting by ones starting at 50 counting to 74. Then, those students that have the sequence of the 5 counting pattern will step forward. We will do the same activity counting by tens. Students will go back to their seats. I will put them in 4 groups of six students. I will hand each group a different group of numbers. For example, I may hand a group numbers ranging from 30-50. I will hand another group numbers ranging from 40-60. I will then order the students to group the numbers in 5s in order from smallest to highest. Whichever group gets it correct first raises their hand. I will check to see if they put the numbers in order, only counting by fives from smallest to highest. Whichever team accurately places the numbers in correct

sequence ranging from smallest to highest counting by fives, gets a point. The team that reaches five points first wins. c. CLOSURE In order to close this lesson, I will make sure the students understand the importance of knowing the difference between counting by 1s, 5s, and 10s and how it can help us count faster and prepare us for the world of multiplication. I will close the lesson with a quick number sequence worksheet in which they will have to decide what the next number in the pattern leads to (see attached). 8. MATERIALS and RESOURCES Elmo Base ten blocks Flashcards with numbers on them Markers Youtube video Jumprope 24 number charts up to 100

9. FOLLOW-UP ACTIVITY or ASSIGNMENT As the follow up activity, students will be directed to connect the dots on homework sheet (see attached) according to the counting pattern of 10. http://www.harcourtschool.com/activity/connect_by_5/ 10. EVALUATION/ASSESMENT In order to record to what extent the children understood the lesson, I will take mental notes of which groups were the fastest to respond to the game involving the cards. I will

then look over their follow up activity/homework to determine whether or not they are connecting the dots to the correct sequence of numbers according to the pattern that is directed. 11. DIFFERENTIATED In order to differentiate this lesson, I made sure I had a variety of activities to benefit my learners needs throughout. The first activity on the elmo involving the base ten manipulates reaches my visual and hands on learners. The next activity where I demonstrate by jump roping can be considered bodily/kinesthetic/visual. The students lining up against the doors addresses verbal/kinesthetic learners. There is a variety of interpersonal workshops throughout this lesson involving the group activity with the flash cards and when the students line up against the wall. My lower level students will work together with their table in order to learn from one another. By participating in a variety of activities that involve hands on learning, students of different abilities will be able to work together in order to reach the objective of the lesson. 12. RESOURCES HMH School Publishers. Count by 5s. Retrieved September 23rd, 2013 from http://www.harcourtschool.com/activity/connect_by_5/ NYSED.gov. (2013). New York State Common Core Learning Standards for Mathematics. Curriculum & Instruction. State Education Department. Retrieved September 22nd, 2013, from http://www.p12.nysed.gov/ciai/common_core_standards/pdfdocs/nysp12cclsmath .pdf Teachers Pay teachers. Hundreds Chart. Retrieved September 24th, 2013 from

http://www.teacherspayteachers.com/Product/Hundred-Chart-773442. Harcourt, H.M. (2012). Go Math! 2nd Grade Teachers Edition (Common Core Edition).