Grade: 2nd Date teaching lesson: 11/19 Practicum Student: Erica Blaine

Part One:
A. Lesson: Skip Counting Road

B. RELATED VIRGINIA STANDARDS OF LEARNING

Patterns, Functions, and Algebra
2.16 The student will identify, describe, create, extend, and transfer patterns found in objects,
pictures, and numbers.

C. LEARNING OBJECTIVES

UNDERSTAND – Students must understand that skip counting is a form of a number

pattern.

KNOW – Students must know the place value reasoning behind skip counting by 10s.

DO – Students will be able to identify patterns in multiples of 2,5, 10, and 100.

D. ASSESSING LEARNING
I will be assessing this lesson through informal observations. During the “before”, “during” and
“after” part of the lesson there are many opportunities for students to receive feedback and
demonstrate their knowledge. At the end of the lesson, I will be collecting each student’s “roads”
and formally observing if they met the objectives and areas where they may need more support
in the future.

PART TWO:
A. CONTEXT OF LESSON
This is neither an introductory or a review lesson but a lesson where students can practice a skill,
that they have been working on all school year and to demonstrate their knowledge in a fun
activity. This skip counting number pattern lesson, is a very quick unit that the students have
been familiar with since the start of the year. This activity focuses on number patterns, more
specifically, skip counting. The students have had exposure to different patterns during their
daily calendar time, from different skip counting worksheets, and interactive apps. This lesson
easily fits into their curriculum, and I believe that many students will enjoy this lesson because
they have had a lot of exposure to skip counting this year.

This lesson explicitly addresses at least three of the NCTM standards. For the NCTM
Representation standard, the students will be creating their own diagram/picture of skip counting
in the during portion of this lesson. The representation will better help them find the patterns
between the numbers on their road. The standard of Communication will also be demonstrated in
the during part of this lesson when students are asked to pair up with a peer and play their road
skip counting “game” while asking their partner place value-based questions (using
mathematical language to express ideas). The last NCTM standard that this lesson is addressing
is Reasoning & Proof, during the after part of the lesson where I directly ask students to reflect
on the closing game and question the pattern in the game, while justifying why they got “out”.

I got the idea for this lesson from the website www.betterlesson.com and adapted it to fit our
students in conjunction with my cooperating teacher.

B. MATERIALS NEEDED
 Large sheet of white paper
 Model number line
 Colors (crayons)

C. PROCEDURE
What will you be doing to ensure these things happen
1. I begin with a review today to connect to prior
knowledge. Students are familiar with skip
counting by 2, 5, and 10.
2. I begin with, "we are counting by 2s. I will
begin with 2. As I point to you, you will say the
Before Activate Prior next number." We go around the room twice.
(15 minutes) Knowledge (We will get to the number 68-if all students
are present)
3. “For example, if John counts the number 6, what number
would Sally say next (8).”
4. “Counting by 2s just means that we are adding the
number 2 to the previous number said”.

1. After the warm-up game, I will demonstrate and example

of identifying skip counting patterns on a model
2. The model will be a number line from 100-140 and at
Be Sure the each interval will be counting by 2s (100, 102, 104…).
3. Teach-Okay model for peer discussion for the following
  Problem is questions: “Look at the numbers in the hundred's place,
Understood what do they notice? What about the tens place? What
about the ones place? Are there any patterns that they
might notice?”

  Establish Clear 1. I explain that we will be doing an activity where we

Expectations make our own “number lines” like the model, but in the
shape of a road, so it looks like a board game. and with
larger numbers
2. I give students a large piece of plain paper. I ask them to
draw a road on the paper.
3. Now I ask them to mark the road into squares that are
about the size of 2 fingers. I tell them the road should be
curvy so they can get about 30 squares or more on their
road.
4. Next, I ask them to write a number between 100 and 900
that has a 3 in the tens place (For students where three
digit numbers are too difficult, I will have them start
with the number 50 and then count by 10s. I can make
the task harder by giving them a number that will roll
 over into the thousands such as starting with 937).
5. Now I ask them to number the squares counting by 10.
(Their road might be 231, 241, 251, 261, 271, 281, 291,
301, 311 321. etc.)
6. Once students are done marking out their road, I ask
each student to take out colors. They will use different
colors to mark the squares in a pattern they notice in the
ten's place (such as all numbers with a 1 in the tens place
will be red, all with a 2 in the tens place will be
yellow…).
1. I will be walking around and observing how the children
During
Let Go! are marking off their diagram, and what number they
(30 minutes) chose as their starting off point.

Notice Children's 2. As students are working, I circulate around and ask them
  Mathematical to explain the patterns they have identified.  I also check
Thinking for understanding of counting by 10s.

3. For some students this task may be too difficult to count

Provide by 10s, and will then ask them to count by 2s, and mark
the squares where the tens value changes (50, 52, 54, 56,
Appropriate 58, 60).
Support 4. I will also allow these students with the opportunity to
use a 100 chart and place value manipulatives.
5. For students who finish their road, they will move into
playing a number guessing game with another classmate
also done.
This portion of 6. When the first pair is ready to play the game, I will pause
the lesson will the class to demonstrate it. I explain to them that they
will need to ask place value clues to find out what
be where you number their partner is thinking of.
will address 7. I bring students to the rug to demonstrate the game.
Provide
differentiation 8. I think of a number and ask students to ask questions
Worthwhile about the numbers using place value questions such as, "
Extensions Is there a 2 in the ten's place?", "Is the number greater
than 426?", etc.
9. After students ask a question, I cover the numbers it can't
be (such as all numbers with a 2 in the ten's place). I take
more questions and cover numbers until students guess
the number.
10. I check that students understand the game and have them
resume where they were with their road.
1. We will play a closing game of counting by 10s and
100s. I gather students in a circle. I tell them that we will
Promote a play a game where every time a student calls out a
After
Community of number with a digit 2 in it, he or she must sit down. We
(5-10 minutes) start with the number 138. We count by 10s. Students
Learners
hitting the 200s will realize that they all need to sit
down.
1. After all the students sit down during the 200s, I will end
Listen Actively the game and prompt the students to think-pair-share
with the person to their left, why everyone sat down
  without then. If there are still student standing up after getting
Evaluation through the 200s, I will ask the class what number the
remaining people standing will have to sit down at. I am
 looking for students to justify why they are sitting down.

Summarize Main
1. I will rephrase each of the student’s answers to
  Ideas and Identify summarize the main ideas presented.
Future Problems

PART THREE: REFLECTION ON THE NCTM STANDARDS (10 POINTS)

This part of the lesson plan will be completed after the completion of the lesson.

After you complete your lesson you are going to be asked to reflect what you did to address the 5
NCTM Process Standards. These standards are problem solving, reasoning and proof,
communication, connections, and representations. As you plan your lesson it should be designed
in a way where your focus is making sure you are doing these things. As you reflect you should
address how you did in meeting these goals. You should address each standard individually.
Which ones were you able to successfully complete? Which ones did you struggle with? Why
do you think you had the successes and struggles that you had? If you were unable to meet any
of the standards, which is okay, what would you do next time to meet them? What impact did
planning your lesson around these standards have on you and your students? Is this style of
teaching something you were comfortable with? What elements of this lesson were things you
could see yourself using in your teaching career? I want this to be an honest reflection that
addresses how you felt about teaching math in a way you may not be used to teaching, or in a
way you may not have learned as a student, so please be as candid as you would like.