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# Skip Counting with Visuals

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This lesson can be used as a pre-lesson for the Roll the Dice: Skip Counting by Fives lesson plan.

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This lesson can be used as a pre-lesson for the Roll the Dice: Skip Counting by Fives lesson plan.

Students will be able to skip count.

##### Language

Students will be able to explain a sequence of numbers to represent skip counting using discussion supports.

(4 minutes)
• Display a copy of the Skip Counting: What Do You Notice? worksheet on the document camera. Avoid showing the title of the worksheet so that students are not given an idea of what they should focus on when making observations about the images. Give students about 20 seconds to look at the images without talking.
• Ask students to share what they noticed. Jot ideas down on a piece of chart paper to come back to throughout the lesson as necessary.
(7 minutes)
• Read aloud the student-friendly Language Objective and have the students repeat it.
• Give each student a Glossary and use the Vocabulary Cards to go through each of the words. Read aloud the word and definition, and ask students to describe what the image is showing. Have them turn and talk to a partner before sharing with the group.
• Focus on the term skip counting and ask students to think about what they know about the strategy.
• Distribute a copy of the Review Your Thinking! worksheet to each student, and instruct them to complete the first section in which they record what they already know about skip counting with words and a picture.
• Explain that skip counting helps us see patterns in numbers. It helps us build a strong foundation for number sense. Skip counting is also important in helping us learn the multiplication facts.
• Take out the baggie of Set A from the Skip Counting Number Cards worksheet and lay the numbers on the document camera. Scatter them so they are not in the correct sequence.
• Think aloud about the numbers that you see, finding the smallest number and putting that to the left side of the document camera. Then, find the next biggest number and explain how you are creating a sequence. (e.g., Say, "I found a 5, which is the smallest number. The next smallest number is 10. The difference between 5 and 10 is 5. I can show this with a few different expressions, such as 10 - 5 = 5 or 5 + ? = 10. Let's see if adding 5 to 10 will give me another number here.")
• Make the connection between the sequence of numbers and the visuals from the Skip Counting: What Do You Notice? worksheet. Point out that each of those visuals shows skip counting by 5 in a different way.
(8 minutes)
• Divide the class into small groups and give each group a baggie or envelope with Set B from Skip Counting Number Cards. Have them take out their whiteboards and whiteboard markers.
• Instruct students to create the correct sequence of numbers and discuss the relationship between the numbers. Allow them to use their whiteboards to write notes about the sequence.
• Display the following questions and sentence stems/frames on the board for students to discuss as a group:
• What is the relationship between the first two numbers in the sequence? (The relationship is ____.)
• What operation can you use to get from one number to the next? (I could use ____.)
• If you added two more numbers to the end of the sequence, what would they be? (They would be____.)
• How did skip counting help you find the sequence of the number cards? (Skip counting helped me by ____.)
• What other strategies did you use to find the sequence of the number cards? (We also used...)
• Would 70 be a number card in this set? Why or why not? (The number 70 would/would not be a number in this set because ____.)
• Gather students' attention and share what groups did well and provide any clarification or reteaching as necessary.
• Have students complete the second part of the Review Your Thinking! worksheet to show any progress in learning or thinking after the group activity.
(8 minutes)
• Give each student Set C of the Skip Counting Number Cards. Instruct them to take a few minutes to put the number cards in the correct sequence, using whatever strategy works best for them.
• Bring students' attention together to hold a class discussion about Set C's number cards.
• Display the following questions and sentence stems/frames on the board for students to reference in the class discussion:
• What is the relationship between the first two numbers in the sequence? (The relationship is ____.)
• What operation can you use to get from one number to the next? (I could use ____.)
• If you added two more numbers to the end of the sequence, what would they be? (They would be ____.)
• How did skip counting help you find the sequence of the number cards? (Skip counting helped me by ____.)
• What other strategies did you use to find the sequence of the number cards? (We also used ____.)
• Would the number 70 be a number in this set? Why or why not? (The number 70 would/would not be a number in this set because____.)
• Would the number 103 be a number in this set? Why or why not? (The number 103 would/would not be a number in this set because ____.)
• Press for details in students' explanations by inviting other students to elaborate or give another example. Encourage students to come to the board or use their whiteboards to create images to support their explanations.

Beginning

• Have learners repeat instructions and key vocabulary to the teacher.
• Provide a word bank of key terms and phrases for students to use in group and class discussions.
• Group students intentionally based on academic and language needs.
• Give students their own Vocabulary Cards set.

• Allow learners to utilize glossaries and dictionaries for unfamiliar words.
• Encourage students to answer questions and participate in discussions without referring to the sentence stems or frames for support.
• Choose advanced ELs to share their ideas first in group and class discussions.
• Have learners repeat instructions and key vocabulary, summarizing important information for the class.
• Put students in mixed ability groups so they can offer explanations and provide feedback to beginning ELs when appropriate.
(4 minutes)
• Instruct students to complete the final section of the Review Your Thinking! worksheet. Support students by giving them a sentence frame to get them started, such as "I know ____ about skip counting, and ____."
(4 minutes)
• Have students stand in a circle. Decide what number you're starting with (e.g., 12) and what number you're going to skip by (e.g., 4).
• Go around the circle with one student at a time saying a number. Try counting forward and backward, starting at different numbers, and making different size skips.
• Remind students that skip counting helps us see patterns in numbers, and it lays an important foundation for our number sense. It also helps us learn our multiplication facts, which helps us learn other math concepts that are more complex!

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