KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

STUDENT TEACHING

Teacher Candidate: _____Karley Hoff_____________________________________________ Date:

_2/13/17______________________
Cooperating Teacher: __Ms. Schneck_________________________________________Coop. Initials: ________________
Group Size: ___19__________________ Allotted Time: _45 mins_______________ Grade Level: _2nd________________
Subject or Topic: _Math/Skip Count Using Number Line _________________Section: _____________________

STANDARD: (PA Common Core):

CC.2.1.2.B.2 Use place-value concepts to read, write, and skip count to 1000.

I. Performance Objectives (Learning Outcomes)

A. Students will be able to skip count using a number line by completing solve and share.
B. Students will be able to explain how they skipped counted using a number line by writing a
sentence.

II. Instructional Materials

A. Computer (1 for teacher)
B. Math Workbook (21 for students)
G. Checklist (1 for teacher)

III. Subject Matter/ Content

A. Prerequisite skills
1. The students should have an understanding that the three digits in a three-digit
number represent amounts of hundreds, tens and ones.
2. Students should understand place-value.
3. Students should be familiar with a number chart.
4. Students should be familiar with skip counting.

B. Key Vocabulary
1. place-value- The value of where the digit is in the number.
2. skip-counting- counting by 5s, 10s, 100s etc.
3. number line- way to organize numbers visually.

C. Big Idea- Skip Counting on Number Lines

D. New Content-
1. A number line can be used to help skip counting.
2. Determine the number pattern on a number line.
IV. Implementation
A. Introduction
1. Start lesson by showing the students a number line. Ask students what this is. After
students say number line, ask students how a number line can help us. Listen to students
answers.
2. Tell students that today we will be working with number lines and skip counting.

B. Development
1. Next, show students another number line that demonstrates skip counting by 5s. Ask
students what pattern they notice. Students should say the ones place ends in 0,5,0,5,0,5.
If not, guide students to this answer by underlining the ones place and explaining.
2. Next, have students fill in the two blank spaces on the number line, and have them say
the number that would come next and to come up to board and write it in the blank space.
3. Then, put up another number line that is skip counting by 10s. Ask students if they
notice any patterns on this number line, students should notice that the ones place has a
zero and the tens place grows by 1.
4. Then, put up another number line that skip counts by 100s. Ask students if they notice
any patterns. Listen to students answers.
5. Play visual learning video. The video is interactive so after each break, work through
the problems with the students.
6. After visual learning, tell students to open their workbooks to the solve and share page.
Ask a student to read the problem. Ask students what the first thing is we should do for
this problem. Students should say determine the pattern on the number line. Fill in
missing numbers.
7. Have students explain the pattern and then have a student raise their hand and explain
their reasoning to the class. Have class write their explanation on the page.

C. Closure
1. When students are done with the solve and share, have them work with a
partner on independent practice.
2. Students will finish the independent practice before the end of the lesson.

D. Accommodations / Differentiation -
1. If partners are finished before others, have students practice their explanations to
explain to the class.

E. Assessment/Evaluation plan
1. Formative
a. Solve and share will be completed to show their ability to skip count
 using a number line.
b. Open ended response will be completed to show their ability to explain
how they used the number line to skip count.

V. Reflective Response

A. Report of Students Performance in Terms of States Objectives

1. Did my students achieve the expectations of the objectives?
Yes, my students were able to achieve the expectations of the objectives.
15 out of 19 students were able to complete the solve and share without
guidance.
21 out of 21 were able to explain how they skip count using the number
line in their open ended responses.
o 4 students needed some assistance.

B. Personal Reflection

2. What could I have done to have students more engaged during my lesson?
I could have had the students do a game working with number lines since
there was some extra time. They enjoy games and are very engaged during
them.
3. Was the lesson completed in the time allotted? If not, why?
Yes, the lesson was completed in the time allotted.

VI. Resources
enVisions math book