Name: Ashley Davie

Date: 26/04/2016

Year Level: 2

Lesson Aim: To understand the concepts of skip counting.

Content strand(s) with corresponding Sub-Strand(s):
Number and Place Value (ACMNA026): Corresponding with Numeracy and Critical and Creative Thinking
Content Description(s) with corresponding Elaboration(s):
Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to
other sequences.
Elaborations:
developing fluency and confidence with numbers and calculations by saying number sequences
recognising patterns in number sequences, such as adding 10 always results in the same final digit

Students Prerequisite knowledge / understanding / concepts / skills:

Develop confidence with number sequences to and from 100 by ones from any starting point. Skip count by twos, fives and tens starting from
zero (ACMNA012)
Organisation Before Lesson
*Please laminate everything that has been printed so it can be used again and can be drawn on with a white board marker.
*Print out numbers from 1 to 120 in twos, fives, and tens.
*Print each group on different coloured paper. Eg. Twos on green paper, fives on pink paper and tens on orange paper.
*Print out skip count by 2s, 5s and 10s, 120 chart.
*Print 120 board with numbers
*Print 120 board (blank)

Specific Learning Outcomes

for this Lesson
Students should be able to
LI: Count by two, fives and
tens from any stating point up
to the number 120.
SC: to complete the 120
board at the end of the lesson
using the skip count
strategies.
Students should be able to

Count up and down

in two using even
and odd numbers
starting from any
sequence.

Fill in the blanks in

the 120 board

Teaching / Learning Strategies

T: Introduce lesson and learning intentions (LI) and success
criteria (SI). Today we are going to be looking at the
concept skip counting. We will be focusing on counting by
twos, fives and tens up to the number 120. The LI are being
able to count by twos, fives and tens from any starting
point. The SC is to complete the 120 board at the end of the
lesson using the skip count strategies.

Counting by Twos
T: Explain counting in 2s can be used with odd and even
numbers
Using the flash cards (Green Twos):
- Count on with the student from 0 to 120 in twos using
even numbers.
- Count back from 120 to 0 in twos using even numbers.
- Count on with the student from 0 to 120 in twos using odd
numbers.
- Count back from 120 to 0 in twos using odd numbers.
-Show student 4 chickens and ask the question, Counting
in twos, there are four chickens, how many chicken legs are
there?
- Start at a random number and count up in twos.
- Start at a random number and count back in twos.
- Use counters on the 120s board to represent thinking

Organisation

Resources

Student on
carpet

Counting in twos, fives

and tens poster

Student on
carpet or desk

*White board marker

*Green flash cards (Twos)
*Skip count by 2 120
board.

Count up and down

in fives using even
and odd numbers
starting from any
sequence.
Fill in the blanks in
the 120 board

Counting by Fives
Using the flash cards (Pink Fives):
- Count on with the student from 0 to 120 in fives
- Count back from 120 to 0 in fives.
- Start at a random number and count on in fives.
- Show student 5 dice, with the 5 side facing up. Q:
Counting in fives, if I had 5 dice, how many dots do I have?
- Start at a random number and count back in fives.
- Fill out the missing gaps in the 120 boards.
- Use counters on 120s board to represent thinking.

*Pink flash cards (Fives)

*Skip count by 5 120
board.

Count up and down

in tens using even
and odd numbers
starting from any
sequence.
Fill in the blanks in
the 120 board

Counting by Tens
Using the flash cards (Orange Tens):
- Count on with the student from 0 to 120 in tens.
- Count back from 120 to 0 in tens.
- Start at a random number and count on in tens.
- Start at a random number and count back in tens.
- Fill out the missing gaps in the 120 board.
- Use counters on 120s board to represent thinking.
- Use MAB Blocks to show how to skip count in 10s, Q:
How many 10s would I need to make 100?

*Orange flash cards (Tens)

*Skip count by 10 120
board.

Assessment Strategies (link to Learning Outcomes):

Whats next? Where to from this lesson?

Formative Assessment: T will observe the students compression

while completing the activity. *Can the student fill out the 120
boards using the skip count strategies?

The next lesson would involve moving on to other sequences such

as threes, fours, six, sevens etc.