Math Lesson Plan

School of Education
The College of New Jersey
Sara Feigenbaum and Megan Rosko
1.) Topic of the Lesson and Grade Level:
Skip Count On A Hundred Chart, Second Grade
2.) Essential Questions:
In what ways can students evaluate different patterns of numbers?
3.) Content Standards:
a.) Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.MATH.CONTENT.2.NBT.A.2
b.) Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.1
c.) Add and subtract within 20.
CCSS.MATH.CONTENT.2.OA.B.2
Standards for Mathematical Practice:
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look and make use of structure.
8. Look for and express regularity in repeated reasoning
4.) Learning Objectives and Assessments:
Learning Objectives
SWBAT demonstrate
patterns to skip count.

SWBAT identify the

missing numbers in word
problems and equations using
addition, subtraction and a 100
chart.

Assessments
An exit ticket will be
passed out for each student to
solve individually. They will finish
a sequence that skip counts by
10 and the teachers will collect
them to assess each students
understanding.
The students will be
assigned a homework worksheet
at the end of the lesson and will
be asked to bring back the
assignment the next day. To be
checked.

5.) Materials:
Hundreds Chart
Math Worksheets
Pumpkin Cutouts
Notecards
Pencils
Crayons
6.) Lesson Beginning:
The teachers will pre-make numbered pumpkins to give out to each student at the
beginning of the lesson. The teachers will split the class into two groups and have
each group complete the activity. The teachers will tell the students to line
themselves up in the correct order counting by two, starting with the person who
has the number two. Once the students are placed in the correct order, they will
count their numbers aloud so the whole class can hear the pattern. By doing this,
each group will visually be able to see how both groups completed the activity.
7.) Prior Knowledge:
After the students complete the pumpkin activity, the teachers will write the word
skip count on the board and a sequence that will say, 5, 10, 15, 20, 25. The
teachers will ask the students if they notice any pattern within this sequence.
8.) Instructional Plan:
The teachers will begin the lesson by handing out pumpkins with
designated numbers on them. The students will have an opportunity to get
into the correct order skip counting by the number two. The class will do this
activity in two groups.
Then, we will write the term skip count on the board, as well as a
sequence. The teachers will ask the students to see if they can recognize any
pattern within the sequence and raise their hands to tell the teacher their
answer.
The teachers will hand the students a hundreds chart to help them
with the lesson. The hundred chart will have missing numbers that the
students and teachers will fill out together.
Then, the teachers will ask the students to take out their worksheets
from their math workbook that have already been ripped out and the
teachers will split the class into two groups. Megan will assist the students
with one side of the on my own worksheet and Sara will assist the other half
of the students on the other side of the worksheet.
After 5 minutes, the two groups will switch and work on the worksheet
that they did not complete yet.
Students will be asked to come back to their desks and will be handed
out a notecard. They will be asked to write out and complete a sequence that
the teachers write on the board.

 After everyone has completed their notecard, the teachers will collect
the exit ticket and remind the students to complete their homework for the
following day.
Differentiation:
While working on the worksheets in the two groups the teachers will start off
doing the first problem as a group. After the first one is done, the teacher will
closely work with the students who are having trouble to assist them in using
the hundreds chart to complete the equations. For the students who are on
level or above we will let them complete the worksheet independently and
show us when they have completed the worksheet to check it over. If they
finish early, they have two options: they may practice writing a skip counting
problem and give it to a partner to try and solve or color in the hundreds
chart with crayons for more practice.
Questions:
1. Do you recognize any patterns within the sequence?
2. Can you turn to a partner and explain to them what you think skip count
means?
3. What patterns do you notice in the hundred chart?
Classroom Management:
Teachers will circulate the room during independent and group work. Students will
be given positive points on class dojo to reward positive behavior. The teachers will
instruct students how they want them to answer the question beforehand, so they
know the expectations. Have students silently raise their hands when they want to
answer a question and only call on the students who are following directions. Warn
students once for any inappropriate behavior and if it continues, have a
conversation with the student at the end of the lesson about how that student can
change his/her behavior.
Transitions:
Using the whole brain approach, the teachers will say, class class and the
students will answer, yes, yes when moving from one activity to the next. This will
get their attention and the teachers will be able to explain the next activity. The
teachers will also say, mirror and the students will answer mirror when the
teachers want them to repeat after them.

9.) Closure:
One of the teachers will pass out a notecard to each student, while the other
teacher is explaining the directions. The notecard will serve as an exit ticket and
will be passed out for each student to solve individually. They will finish a sequence
that skip counts by 10 and the teachers will collect them to assess each students

understanding. The teachers will also remind students to complete the worksheet
for homework.