Lesson 3: Introduction to Skip Counting

 Lesson Plan

Tuning In

• Take the class outside. Place the students in a line, facing the teacher. Inform the students that you will call out a number. They must then take that number of steps to move towards you, counting aloud as they make each step. For variety, change the type of steps e.g. baby steps, giant steps, hops.
• After a few rounds of this game, gather the class together. Ask the students to estimate how many steps it might take to get from where they are standing back to the classroom. Encourage the students to share their predictions with a partner.
• Walk back to the classroom, counting each step aloud as a class. Once inside, ask the students:
  • Who predicted close to the actual amount of steps?
  • How did we count our steps outside?
  • Instead of counting by ones, is there a quicker way of counting?

Teacher Instruction

• Display and discuss slide 10-11 of the Skip Counting by 2s, 5s and 10s PowerPoint. Encourage the students to share any other known skip number patterns. Record their responses on the board.
• Display and discuss slide 12. As a class, play a game of ‘Sam-Yuk-Gu’, clapping on every second number. Record the number on the board that you reach. Use this number as a goal to beat the next time the game is played.

Guided/Independent Learning

• Display slide 13 and discuss the activity.
• Place the students into pairs and provide each pair with a copy of the 2s, 5s and 10s Skip Counting Number Puzzles. Monitor and support the students as they complete each puzzle.
• Once the students have finished, check the answers by solving each puzzle together on the board. As a class, share and discuss the answers to the questions on slide 13.

Wrapping Up

• As a class, play another game of ‘Sam-Yuk-Gu’. For a challenge, try playing the game at a faster pace.

 Differentiation

Extending Students

• Pair more capable students with less confident students during the independent activity so they may act as peer tutors.

Supporting Students

• Invite less confident students to play 'Sam-Yuk-Gu' in a small group with the teacher or teacher aide.

 Assessment Strategies

Suggested Assessment Strategies

• used strategic whole class or individual questioning
• observed student participation during learning activities
• recorded student progress on a checklist
• annotated student work samples
• collected and reviewed student work samples
• facilitated whole class or peer feedback sessions
• encouraged student self-reflection
• administered formal assessment tasks.

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