Teacher Education Lesson Plan Template

Teacher Candidate ____Lauren Kidd____Date and Time of Lesson _Tuesday October 9, 2012 Grade) _ Description of Lesson: To get the lesson started I will spark the childrens interest by asking them
how many high fives I can get out of our classroom. I will do a brief activity with three children; counting how many high fives and how many high tens I can get from those three children. We will then use our hundreds chart to skip count by fives and tens starting with different numbers on the chart and ending with different numbers each time. I will then give the students a final post-assessment to test if they understood the concept that was being taught.

Lesson Title: Skip Counting by 5s and 10s Curriculum Standards Addressed:

National Common Core Standard(s): Numbers and Operations 2-NBT: in Base Ten. Numbers and Operations: Standard: 2.NBT.2. Count within 1000; Skip-count by 5s, 10s, and 100s to record the results of comparisons. Cross Curricular Connections: writing (Post-assessment) Standard 2-4: The student will create written work that has a clear focus, sufficient detail, coherent organization, effective use of voice, and correct use of the conventions of written Standard American English.

Dance (high five activity): Create a simple dance that demonstrates understanding of a concept or idea from another discipline.

Instructional Objective(s) Criteria:

After observing the high five activity and using the hundreds chart to skip count, the children will discover how to skip count by 5s and 10s with 100% accuracy. 2.NBT.2, 2-NBT

Assessment(s) of the Objectives:

Post- assessment: test worksheet with five questions asking the children to skip count and write what number comes next. While the children are working with the hundreds chart the teacher will be walking around the room to observe how well the children comprehend the skip counting with the chart. After the lesson is done before the worksheets are given out the teacher will ask questions about the lesson to see what the children learned and if they comprehended the lesson well.

Materials/Resources: Hundreds chart, highlighter, and pencil. Prerequisites (Prior Knowledge): 2.NBT.1 Understand that the three digits of a three-digit number
represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases: a. 100 can be thought of as a bundle of ten tens called a hundred. b. The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

References: Scott Foresman, Addison Wesley. (2010) Teachers Edition. Place Value: Numbers to 100.
Pearsons Education.

Procedures: All of you have been learning about numbers. You guys have been given examples of a number and then have been asked which number comes before that number, or which number comes next. Correct? Today we are going to talk about numbers, counting by 5s and 10s, and which patterns we see when counting by 5s and 10s using our hundreds chart. o First, I need three volunteers. I will only pick those that are sitting nice and quietly. o Pick three children. o Okay, you three come stand up here with me.
When I came in today I had counting by 5s on my mind, so I wanted to see how many high 5s I could get from a few people today. So, I have decided I am going to try this out. o All of you put up your hands. I am going to count by 5s while giving each of you high fives and see how many high fives I get. o Okay starting with .. 5, 10, 15,20,25,30. (NCTM 4, 1) ( I considered this problem solving: I want to know how many fives I can get from high fiving these children, so that is our problem, we are going to get the solution to my problem by actually high fiving three children) Write the numbers on the board when you finish so the children can see them. o So, I see that I have a 5, 10, 15, 20, 25, and 30. Does anyone notice anything special about these numbers now that I have them written out? (NCTM 3) o As the children begin to raise their hand pick a few to answer the question. As a few of you have noticed there is a pattern with the ones digits. It starts as 5 then, 0 and continues to repeat. Very good thinking and observations. Lets try this same activity with tens. I need my volunteers to hold up both of their hands while I go around and give them high tens. How many high 10s do you thing I will have? (NCTM 3) Why do you think I will have that many tens? (NCTM 2) o Briefly discuss their reasoning. o Okay, lets begin to count. o Everyone count with me. 10, 20, 30, 40, 50, 60. Very good! (NCTM 4) Write these numbers on the board. o Does anyone see a pattern with these numbers?(NCTM 3) o As the children begin to raise their hand pick a few to answer the question. o Very good observations! I am going to walk around and give everyone a hundreds chart. o Pull out a highlighter and if you do not have one of those pull out a crayon while I am passing these out. Give everyone a hundreds chart. Pull up your hundreds chart on the smart board, you will be highlighting your numbers on the smart board. A hundreds chart has all the numbers starting from one-100. We are going to use these to see the patterns counting with 5s and 10s as we did earlier. Now that everyone has a chart circle the number 4 and count by 5s to 29 then circle the number you end on. We will do the first one together. (NCTM 5) Write the numbers on the board. While the children are working with the hundreds chart and highlighting their answers the teacher will be walking around and looking to see if the students are getting the concept. o Here are the numbers we just circled counting by 5s starting at 4 and ending at 29.

Does anyone see a pattern? (NCTM 3) o Allow children to answer. o Very good, each number has the ones place being a 4 then a 9. Lets try some more. Start at 21 and count by 5s to 51. o Write the numbers on the board. o Here are the numbers we just circled counting by 5s starting at 21 and ending at 51. Does anyone see a pattern? (NCTM 3) o Allow children to answer. o Very good, each number has the ones place being a 1 and 6. Now lets try this counting by 10s. o Circle the number 72, count by tens through 92. o Write the numbers on the board. o Here are the numbers we just circled counting by 10s starting at 72 and ending at 92. Does anyone see a pattern? (NCTM 3) o Allow children to answer. o Very good, each number has the ones place as all 2s You guys did wonderful with this. Ask questions based on the lesson to see if the children were able to grasp the concept taught. Post- Assessment: Put your hundreds chart away and your crayon. Put up your cover folder and get ready for your test. Pass out the test worksheet. http://www.superteacherworksheets.com/counting/count-by-5s_TZMRF.pdf If anyone needs me to read the question to you, raise your hand and I will be there shortly. Give the children around 10 minutes to complete the test. If a child needs more time, allow them that time.

Accommodations: I am accommodating all the childrens learning styles through auditory information given, a visual element, and kinesthetic learning through activity with high fives. For my ESOL students I will repeat the information. I will also be writing it the numbers on the smart board for them to see. For my learning disabled child I will work some one-on-one time in with her if needed, as well as give extra time for written assignments.