October 18th, 2018

Name: Alyaa Naser Grade Level: Grade 2

CCSS Standards: Use patterns to skip count

Main Lesson Aims (Concepts, Procedures, & Processes):

The students will be able to skip counting by 5s and 10s.

The students will be able to skip count by 5s and 10s on a hundred chart.

Materials:

teacher books

student book(s) Chapter 2: Number patterns - Lesson 2: Skip Count by 2s, 5s, and 10s

worksheets/ papers Different small worksheets has skip counting by 5s and 10s questions

teacher materials Hundred charts, cubes, base tens

student materials/
manipulatives
technology Computer (Data show)

other Board

Key vocabulary with definitions (and pictures if appropriate):

word glossary definition image

Skip count is a mathematics technique taught as a kind of

multiplication in reform mathematics textbooks such
as TERC.

Students’ Prior Knowledge:

Addition and subtraction
Possible Problems and Misconceptions:

1- Struggling with skip counting by 5s and 10s.

2- Having problem of sharing the materials.

3- If some students misbehave during the lesson.

Solutions:

1- The student teacher will remind the students to use the numbers chart to help them skip counting by 5s
and 10s. She will show them how to use patterns to skip count by 5s and 10s.

2- The teacher will remind the students that they have to share with their team or group.

3- The teacher will remind them about the classroom rules and she will do some strategies that they know
it. For example, ring the bill to get their attention immediately or remind them about the class dojo
points.

Lesson Schedule
Targeted teacher language:
Skip count
Student language:
Skip count

Engage (warm up, review prior knowledge): 5-6 minutes

At the beginning of the lesson, the student teacher will say “Today we are going to learn about skip
counting by fives and tens”. The ST will introduce the lesson by playing two videos show skip
counting by 5s and 10s, or she will ask some students to have their fives (to raise their right hands)
and she will show them how to count by 5s which is by adding 5 fingers each time.
She will ask the students to count by 5s and 10s using a hundred chart on the board. For example,
she will start at 20 to let the students count by 5s. She will ask a student to come and circle or land
on the next number and continue count by 5s such as 20,25, 30...etc.
Core (introduce and practice new concepts & procedures): 35 minutes

The student teacher will ask the students to open page 108 in their books and start working. They
will write the missing fives and tens depending on the blanks in questions. In other words, they will
skip counting by fives and tens with starting at any number they have in the question. While that
the ST will go around and observe if the students have misconceptions or need some help.

The students will complete pages 108-109 individually depends on their level, but the ST will observe
them and give feedback about their work.

• Approaching Level Guide students through the exercises in On My Own on page 108.

• On Level Complete the exercises independently on page 108.

• Beyond Level Complete the exercises independently. She will ask them to complete page 108 and
page 109 which has skip counting by 5s and 10s.

When they finish with their text books, the ST will ask them to clean up and close their books.
Then she will provide some different activities which are depending on their levels. The students will
use manipulatives as cubes, base ten to count by 5s and 10s. While that the ST will go around and
help the students if needed.
Close (wrap up, discussion, brief review activity or assessment): 5-6 minutes
The ST will provide small worksheets to assess the student’s understanding. She will ask them to
work individually to count by 5s and 10s and write the missing numbers such as 15,__,25,__ OR
30,__,50__etc. There are different worksheets as per the students’ levels.
These are the worksheets that she will use

Students high level

Students low level

Students middle level

Learning styles catered for (✓):

Visual Auditory Read/Write Kinesthetic

Assessment for learning opportunities (✓):

Observation Student self- Oral questioning Peer assessment

assessment

Quiz Student presentation Written work and Verbal feedback

feedback