Lesson plan in Mathematics II

I. Objectives:

a. Skip count numbers by 50’s up to 1000

b. Write numbers by 50’s up to 1000
c. Participate activity in group activities
II. Learning content:

Skill: skip counting numbers by 50’s up to 1000

Reference: lesson guide in elementary mathematics II,

Materials: bottle caps, set of cards with the 3-diget numbers

Value: Teamwork

III. Learning experiences:

A. Preparatory Activities
1. Drill

Let the pupils count numbers by two’s ,five’s, and ten’s.

2. Review

Write the missing numbers in the blank.

a. 26,28,___,32,34
b. 33, 36, 39, 42.___
c. 5, 10, 15, ___25, 30
d. 35,40,45,___,55
e. 60,70,___, 90, 100
3. Motivation
Fizz buzz

Divide the class in two groups.

Group 1- fizz (pupils will skip count by 2’s)

Group II – buzz (pupils will skip count by 5’s)

Directions: all pupils to count by 1’s. Pupils whose number falls on the multiples of 2
or 5 will say fizz or buzz. Failure to do so will exclude the pupil from the group.

B. Development Activities

1. Presentation.
Present the number line.
Ask the pupils to observe the distance in every bounce of the ball.
A

2.Discussion & Analysis

Ask the pupils:

_______ Can you tell the skip counting used?

_______ What skip counting was used?

_______ How many numbers were skipped to land on the next number ?

_______ What do we do when we skip count upward?

_______ What do we do when we skip count downward?

_______Why do you think skip counting is important?

.Group activity

Activity 1.Draw a flight of stairs.

Write on the steps the number sequence by 50’s up to 1000.

Let the pupils count by 50’s to 1000 as they “climb” the stairs.

After they finished “climbing” let them “go down” the stairs counting from 1000 down
to 50.

Ask the pupils:

___Can you tell the skip counting used?

___What skip counting was used?

___How many numbers were skipped to land on the next number

___What number is used in skip counting upward?

___What number is used in skip counting downward?

___Why is skip counting necessary?

Activity 2. Make six sets of cards with 3-diget numbers each set should show a
number sequence by 50’s not exceeding 1000. Make enough number cards for the
entire class.

a. Divide the class into six groups from one line.

b. Give each group a set of number cards, one card for each number
c. The number arrange themselves according to their numbers when the teacher
says “arrange yourself according to the correct order/sequence of the number
d. The first team to arrange themselves correctly wins.

Valuing:

- How did you find the activity?

- Did every member of the group do his part?
- What made your group win?

3. Generalization:

What do you call the sequence or pattern of counting that we used? What skip
counting was used?

C. Application: Choose and encircle the letter of the missing number.

1. 50, ___, 150,200 a). 100 b). 150 c).100 d) 50

2. 200, 250, ___350 a). 300 b). 350 c).400 d). 450
3. ___400,450,500 a). 250 b). 300 c).350 d).400
4. 600,___500,450 a). 500 b). 550 c).600 d).650
IV. Evaluation

A. Write the missing number

1. 450, 300,350,___
2. 400,450,___550
3. 850,900,950,___
4. 650,600,550,____
5. 1000,____900,850
 B. Encircle the number that does not belong to the group.
1. 200 225 250 300
2. 450 500 550 575
3. 625 650 700 750
4. 850 825 800 750
5. 625 650 700 750

V. Assignment
Supply the missing number in the blanks.

1000,____, 900,850,____,750, 650

____,_____,500,450,400,____,____,_____,200,____,_____,______

Prepared by:

JOSEPHINE R. CORDOVA

Teacher 2