Crystal Galvan
Estefania Carmona
Lesson Plan
Skip Counting Equal Groups
Date/Time: Total time 45 minutes on Monday, February 22, 2010 Start (12:10-12:55)
Subject: Math
TEKS: TEKS 2.4A Model, create, and describe multiplication situations in which equivalent sets of concrete objects are joined.
ESL support: Vocabulary: equal groups. Enrichment: to check for understanding, ask student to repeat and complete sentence: “When we skip count by 2s, the number after 6 is ____? [8] In assessment: provide sentence stems for children who need additional support. I have ______groups of ______. There are ______in each group. How many in all?
ANTICIPATORY SET
In this activity, students will skip count equal groups of counters. We would model, create“ and describe multiplication situations in which equivalent sets of concrete objects are joined. First I will ask the class, “You know how to skip count on a hundreds chart. Today you will learn how to skip count to find the total in equal groups.” I will ask the students what is a group and what makes two groups equal at to each other. This enabled me to check for their understanding of how much they know about grouping before I took the lesson further.
Estefania: “Today, we will be learning how to identify and create same sized groups by skip counting. First of all, who can tell me what makes two groups be equal? In other words, what do they have to have on each group for it to be equal groups? (Wait for a student response) Ok that’s right, equal means the same and a group is a set of things. Therefore, to have equal groups we need to have the same amount of things in both groups.”
OBJECTIVE
By the end of our lesson, students will identify and create same-sized groups and then skip count. This will provide essential foundation for multiplication and repeated addition.
INSTRUCTIONAL INPUT, MODELING, CHECK FOR UNDERSTANDING
First, I will give a brief talk about groups and what makes a group equal to each other. Then I will hold up one of my hands and ask them how many fingers are there in all to make symbolize that my hand is a group of things. Next I will have two children model to the class by having them hold up both hands and doing the same as I did.
Estefania: For this part I will hold in my hands two groups of same sized, color cubes. I will have three cubes in one hand and two cubes in the other hand. For a final review who can tell me if these two groups of cubes are equal? (Wait for a response) Can you explain me why they are not equal? (Wait for an explanation). Ok very good!
Ok moving on → since, you already know how to skip count on a hundreds chart, today you will learn how to skip count to find the total in equal groups. Remember that we can skip count in 2s, 3s, 4s, and 5s etc. and that when you skip count equal groups of counters, you know that each of the groups has the same number of counters. Now our teacher Galvan would explain us how to skip count to find the total of counters in equal groups.
Crystal: Let’s look at page 376 at the top of the page.
If you have equal groups, you can skip count to find how many in all.
There are 4 equal groups. There are 3 in each group. Are there 3 balloons in each group? [Yes]
If there are 3 balloons in each group, what number do you skip count by? [3](point to first group.) Let’s count by 3s. 3, 6, 9, 12. How many balloons in all? [12]
My hand is a group of things. It is a group of fingers. (hold up my hand)
How many fingers are there in all? [5]
(Ask two students to hold up their both hands)
Now there are more fingers to count. You can skip count to find the total number of fingers. What number can you use to skip count by? [5]
(Count aloud by 5s to 20 to count the fingers) 5, 10, 15, 20. So how many fingers total? [20]
GUIDED PRACTICE, CHECK FOR UNDERSTANDING
For this part of my lesson, I will show 6 counters arranged in 3 groups of 2 counters each. Place the 3 groups in a row. I will ask students how many groups are there, how many are in each group and how can you skip count to find how many in all, to check for understanding. In addition, I will check for understanding by having them to skip count aloud, so I can check what they are doing.
Crystal/Estefania: (Show 6 counters arranged in 3 groups of 2 counters each. I will place the 3 groups in row.)
How many groups are there? [3]
How many are in each group? [2]
How can you skip count to find how many in all? [2, 4, 6]
So what is the total number of counters or (whatever manipulative is used)? [6]
Let’s look at page 376 on the Guided Practice handout.
Let’s look at problem #1, work through each problem using the counter on the overhead while getting student input throughout each problem.
1. 5 groups
2 in each group
(place 2 objects/counters in each group of 5)
How many in all? Let’s skip count. [2, 4, 6, 8, 10] So we have a total of? [10]
INDEPENDENT PRACTICE
I will have students solve problems individually using counters. They have to use counters to show equal groups and skip count to find how many there are in all. Using egg cartons I will have each student decorate, color, label their egg carton. Provide students with manipulatives to use as counters (beads, buttons, pennies etc.)
Crystal/Estefania: Let’s work for a few minutes on page 377 on Independent Practice.
For example problem number 7:
3 groups
3 in each group
Students will put 3 buttons into each of the 3 groups in their egg cartons. Encourage students to count aloud. [3,6, 9]
CLOSURE
Skip counting can be used to find the total number of objects in a collection of equal groups. Finally, I will tell them that we have learned to identify and create same-sized groups by skip counting. I will ask the class if they can tell me what do they have to do when each group has the same number? Here again, I will be able to check to see if everyone understood the lesson objective.
ASSESSMENT
Using the handout Quick Check Master, I will assess children’s understanding of the lesson. On the handout students will use counters to show equal groups to find how many counters in all. Then students will write a skip counting story. They will write a story that skip counts by 2s or 4s. They will also write how many in all. Based on the sentences students will be graded on a 4 point system. This will be in which a 4 point answer means a story clearly demonstrates the need for skip counting. The answer is correct. A 3 point answer means the story is clearly demonstrating the need for skip counting. The answer is incorrect. A 2 point answer means a story is written but there is not enough information to solve the problem. Skip counting is not required. An answer is provided, but it is not possible to determine if it is correct or not. A 1 point answer means a story is written, but the problem is impossible to solve. The answer is incomplete.