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Scripted and Table LessonPlan Math Grades1-3

This detailed lesson plan for Grades 1-3 focuses on teaching students to count by 2s, 5s, and 10s up to 100 through engaging activities and songs. The lesson includes objectives, learning resources, and a structured procedure with preliminary activities, group work, and a performance task. Students will also complete an assignment involving skip counting at home and reflect on their learning progress.

Uploaded by

Ailyn Mapait
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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5 views5 pages

Scripted and Table LessonPlan Math Grades1-3

This detailed lesson plan for Grades 1-3 focuses on teaching students to count by 2s, 5s, and 10s up to 100 through engaging activities and songs. The lesson includes objectives, learning resources, and a structured procedure with preliminary activities, group work, and a performance task. Students will also complete an assignment involving skip counting at home and reflect on their learning progress.

Uploaded by

Ailyn Mapait
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED LESSON PLAN IN

MATHEMATICS (SCRIPTED AND TABLE


VERSION)
Grade Level: Grades 1–3

Subject: Mathematics

Topic: Counting by 2s, 5s, and 10s through 100

Time Allotment: 50 minutes

Teacher: Ailyn C. Mapait


Scripted Lesson Plan (Narrative Format)

I. Objectives
At the end of the lesson, learners should be able to:
1. Count numbers by 2s, 5s, and 10s up to 100.
2. Identify number patterns in skip counting.
3. Participate in hands-on and fun activities with classmates.

II. Content
Skip counting by 2s, 5s, and 10s through 100.

III. Learning Resources


- Flashcards
- Number charts
- Counters (buttons or coins)
- Song or audio of skip counting
- Worksheets
- Crayons and scissors

IV. Procedures
A. Preliminary Activities (5 minutes)
Teacher: “Good morning class! Let’s begin our math adventure with a fun song. Are you
ready?”
Students: “Yes, Teacher!”
(Teacher plays a skip counting song - e.g., counting by 2s)
Students sing and clap: “2, 4, 6, 8, 10…”

B. Motivation (5 minutes)
Teacher: (shows 10 apples or drawings) “If we group these apples by 2s, how many groups
will we have?”
Students: “Five groups!”
Teacher: “That’s right! We used skip counting to find the answer!”

C. Presentation (10 minutes)


Teacher: (points to number chart) “Let’s count by 2s starting from 2.”
Students: “2, 4, 6, 8, 10...”
Teacher: “What do you notice?”
Students: “They go up by twos!”
Teacher repeats for 5s and 10s, highlighting patterns.

D. Group Activity (10 minutes)


Teacher: “Now it’s time for Clothespin Counting!”
(Students are grouped. Each group has numbers 1–100.)
Teacher: “Group 1: Pin all numbers that count by 2s. Group 2: by 5s. Group 3: by 10s.”
Students work together, then explain their choices.

E. Guided Practice (10 minutes)


Teacher: “Here’s your Color the Path worksheet. Only color the numbers that follow the
pattern of 2s.”
Students: (Color while identifying numbers aloud.)

F. Evaluation (5 minutes)
Teacher: “Let’s answer these quick questions together.”
1. What comes after 25 when counting by 5s?
2. Fill in the blank: 10, 20, ___, 40
3. Circle the correct pattern: 2, 4, 6 or 2, 5, 8

G. Performance Task
Teacher: “Let’s make skip counting crowns!”
Students: (Decorate crowns with numbers by 2s, 5s, or 10s.)
Teacher: “Let’s do a parade showing off our crowns!”

V. Assignment
Ask a family member to skip count steps with you! Write about what you did at home.

VI. Reflection
Teacher’s Notes:
- Students who showed mastery: ________
- Students who need more help: ________
- Strategies that worked: ________
- Improvements needed: ________
Lesson Plan in Table Format
PARTS OF THE LESSON CONTENT
I. Objectives At the end of the lesson, learners should be
able to:
1. Count numbers by 2s, 5s, and 10s up to
100.
2. Identify number patterns in skip
counting.
3. Participate in hands-on and fun activities
with classmates.
II. Content Skip counting by 2s, 5s, and 10s through
100.
III. Learning Resources - Flashcards
- Number charts
- Counters (buttons or coins)
- Song or audio of skip counting
- Worksheets
- Crayons and scissors
IV. Procedures A. Preliminary Activities (5 minutes)
Teacher: “Good morning class! Let’s begin
our math adventure with a fun song. Are
you ready?”
Students: “Yes, Teacher!”
(Teacher plays a skip counting song - e.g.,
counting by 2s)
Students sing and clap: “2, 4, 6, 8, 10…”

B. Motivation (5 minutes)
Teacher: (shows 10 apples or drawings) “If
we group these apples by 2s, how many
groups will we have?”
Students: “Five groups!”
Teacher: “That’s right! We used skip
counting to find the answer!”

C. Presentation (10 minutes)


Teacher: (points to number chart) “Let’s
count by 2s starting from 2.”
Students: “2, 4, 6, 8, 10...”
Teacher: “What do you notice?”
Students: “They go up by twos!”
Teacher repeats for 5s and 10s,
highlighting patterns.

D. Group Activity (10 minutes)


Teacher: “Now it’s time for Clothespin
Counting!”
(Students are grouped. Each group has
numbers 1–100.)
Teacher: “Group 1: Pin all numbers that
count by 2s. Group 2: by 5s. Group 3: by
10s.”
Students work together, then explain their
choices.

E. Guided Practice (10 minutes)


Teacher: “Here’s your Color the Path
worksheet. Only color the numbers that
follow the pattern of 2s.”
Students: (Color while identifying numbers
aloud.)

F. Evaluation (5 minutes)
Teacher: “Let’s answer these quick
questions together.”
1. What comes after 25 when counting by
5s?
2. Fill in the blank: 10, 20, ___, 40
3. Circle the correct pattern: 2, 4, 6 or 2, 5, 8

G. Performance Task
Teacher: “Let’s make skip counting
crowns!”
Students: (Decorate crowns with numbers
by 2s, 5s, or 10s.)
Teacher: “Let’s do a parade showing off our
crowns!”
V. Assignment Ask a family member to skip count steps
with you! Write about what you did at
home.
VI. Reflection Teacher’s Notes:
- Students who showed mastery: ________
- Students who need more help: ________
- Strategies that worked: ________
- Improvements needed: ________

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