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Students will be able to skip count by fives, and by tens.
- Tell students that today's lesson is all about learning how to skip count.
- Activate prior knowledge by asking questions about skip counting. Great examples include: What is skip counting? Why do we need to know how to skip count? Can anyone demonstrate to the class how to skip count by fives or tens?
Explicit Instruction/Teacher Modeling(5 minutes)
- Hold up one hand and ask the class how many fingers you're holding up.
- Once someone answers correctly, hold up both hands and ask the same question.
- Choose a volunteer to help you repeat this process, by adding their hands to yours. Each time another hand is added, ask the class how many fingers are being held up.
- Continue this process with multiple student volunteers, adding 5 fingers each time.
- Repeat this process, holding up and adding 10 fingers at a time.
Guided Practice/Interactive Modeling(10 minutes)
- Using the computer or interactive whiteboard, play the Counting By 5 Song for the class at least twice.
- Once the song has finished, ask your class what happens after the number 100. For example: Do the numbers continue progressing in the same way after we get to 100? Encourage some students to guess if they don't know the answer.
- Skip count as a class from 100 to 200.
- Project a copy of the Missing Numbers: Counting By 5's worksheet.
- As a class, fill out the chart together, inputting missing numbers. Once you've finished a few examples, hand out the rest of the copies to the class.
- Instruct your students to record the correct answers on their personal charts as you fill it out together as a class.
Independent Working Time(15 minutes)
- Pass out all of the dot-to-dot worksheets, so that each student has one copy of each worksheet.
- Instruct your class to get out their pencils, and complete the packet of worksheets. These worksheets will be used to assess each person's understanding of skip counting.
- Enrichment: Challenge your advanced students to skip count by different numbers, such as 4 or 8. Provide these students with the Rock Skipping and Skipping to the Castle worksheets. Alternatively, challenge students to consider the relationship between skip counting and addition, or skip counting and multiplication. How are they related?
- Support: Students who are struggling should be provided with a concrete reference to help them skip count, such as a number line or a hundreds chart.
- Students will be assessed through their completed worksheet packets.
Review and Closing(5 minutes)
- Sing the skip counting song with your students one more time.
- Finish the lesson by asking a reflection question about skip counting. For example: What can you think of that uses skip counting? What is an example of a situation where skip counting would be better than counting one-by-one?
- Encourage your students to find real-life examples of skip counting in the world, and share them with the class the following day.