LESSON: Maths Skip counting

DATE: Friday 3rd June 2016

TIME: 30 minutes
YEAR: 1 & 2
UNIT OUTCOMES/ESSENTIAL LEARNINGS:
Year 1
Number and place value
Develop confidence with number sequences to and from 100 by ones from
any starting point. Skip count by twos, fives and tens starting from
zero(ACMNA012)
Year 2
Number and place value
Investigate number sequences, initially those increasing and decreasing by
twos, threes, fives and tens from any starting point, then moving to other
sequences (ACMNA026)
LEARNING OBJECTIVES:
At the end of this lesson students will have the opportunity to demonstrate
their ability to:
1. Skip count by 2s, 5s and 10s
2. Recognise the number patterns associated with skip counting
STUDENTS PRIOR KNOWLEDGE:
Foundation Year Achievement Standard
By the end of the Foundation year, students make connections between
number names, numerals and quantities up to 10. They compare objects
using mass, length and capacity. Students connect events and the days of the
week. They explain the order and duration of events. They use appropriate
language to describe location.
Students count to and from 20 and order small collections. They group objects
based on common characteristics and sort shapes and objects. Students
answer simple questions to collect information and make simple inferences.
Year 1 Achievement Standard
By the end of Year 1, students describe number sequences resulting from skip
counting by 2s, 5s and 10s. They identify representations of one half.
They recognise Australian coins according to their
value. Students explain time durations. They describe two-dimensional
shapes and three-dimensional objects. Students describe data displays.
Students count to and from 100 and locate numbers on a number line. They
carry out simple additions and subtractions using counting strategies. They
partition numbers using place value. They continue simple patterns involving
numbers and objects. Students order objects based on lengths and capacities
using informal units. They tell time to the half-hour. They use the language of
direction to move from place to place. Students classify outcomes of simple

familiar events. They collect data by asking questions, draw simple data
displays and make simple inferences.
LESSON PROCEDURE:
Motivation and Lesson Introduction:
Count by 2s, 5s, 10s clip https://www.youtube.com/watch?v=vq3cDj3Uj3I watch this clip (02:30)
Lesson Content:
Rotations where students are to complete a number of tasks related to
skip counting.
o Skip Counting Puzzles
o Threading
o Number Chart colouring
o Shop
The shop will contain a number of items that are priced at $2, $5 or
$10. The shop keeper only accepts payment when the customer skip
counts to the correct amount. Students can select any number of items
(max. 10)
Lesson Conclusion:
Question students to gather group understanding of concepts
What did you notice about the numbers when you
counted by 2s/5s/10s?
Are they even or odd numbers?
How do you know?
Buzz off now game
ASSESSMENT/EVALUTION OF STUDENT LEARNING:
Formative Assessment Through observation of students I will be able to
determine who understands these number/ patterning concepts and who
requires further tasks and time to accomplish
LESSON MODIFICATION TO ACCOMMODATE INDIVIDUAL STUDENTS:
Students who require more time to complete a task will not be rushed onto the
next activity it is important that the students feel a sense of achievement in
their tasks and are able to confidently respond to questioning.
EXTENDED ACTIVITIES FOR FAST FINISHERS:
As these activities are in rotation, fast finishers can be encouraged to assist
others or they can work on their maths book.

EVALUATION LEARNING OBJECTIVES:

1.
2.
EVALUATION SELF AS TEACHER:

ASSOCIATE TEACHERS COMMENTS: