Lander University Teacher Education Lesson Plan Template

Rev. 2013

Teacher Candidate: Heather Calliham

Lesson # ___3___
Subject/Grade: Math Second Grade
Date and Time of Lesson: October 31, 2014 1:15pm
Learning Objective: (must support unit objectives identified in TWS 3)
After reviewing skip counting by using a game on the Smart Board and completing a skip counting worksheet, the
students will be able to correctly skip count by 2s, 5s and 10s with 100% accuracy on their upcoming test.
Alignment with Standards: (must support unit standards identified in TWS 3)

Identify the source and list standards (local, state, and/or national) that align with the learning objective.

CCSS.Math.Content.2 Understand place value.

o CCSS.Math.Content.2.NBT.A.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Developmental Appropriateness or Cross-curricular connections: (should parallel information in TWS Section 3)

This lesson is developmentally appropriate because it is used to test the knowledge the students have gained
on skip counting. The lesson is directly aligned with the standard for skip counting and the students will be
assessed on their abilities to skip count correctly.

Physical: the students will each have a turn to come up to the smart board and play the skip counting
game.
Social: the students will work in partners to complete a skip counting worksheet and then as a whole
class we will go over the answers.
Cognitive: the students will later be tested on their ability to skip count correctly on a math test.
Emotional: there are no emotional connections for this particular lesson.

Assessment(s) of the Objectives: (must support unit assessments identified in TWS 3)

What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with
an assessment.
Lesson Objective(s)

Assessment(s) of the
Objective(s)

Objective 1
After reviewing skip counting
by using a game on the Smart
Board and completing a skip
counting worksheet, the
students will be able to
correctly skip count by 2s, 5s
and 10s with 100% accuracy
on their upcoming test.

Assessment for Objective 1

Pre- The students will play a
skip counting game on the
Smart Board that reviews skip
counting by 2s, 5s, 10s and
100s. I will be observing to see
that all students successfully
skip count.
During The students will
complete a skip counting
worksheet after playing the
game. We will go over this
worksheet as a class to make
sure all students have the
correct missing numbers.
After The students will be
tested on skip counting on their
upcoming math test. These
tests will be graded by the
teacher.

Use of Formative
Assessment
(TWS section 7)
How will you use the
assessment data to inform
future instruction?
If students are successful:
there will be no more
reviewing for skip
counting and we will
move on to the next math
subject that needs to be
learned.
If students struggled: I will
place them in small
groups to review more
skip counting and send
activities home to practice
outside of the classroom.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

Accommodations: (should parallel information in TWS 3 and show use of TWS 1 data)
How will you adapt for varying rates of learning (early finishers/slower paced learners), learning styles, and any relevant
diversity issues? What accommodations will be made for students with special needs? Accommodations are based on
data in TWS 1.
Since this lesson will be a review on skip counting and not an actual teaching of the content, all students will be
on the same pace. The game will be played by all students before beginning the next activity. I will give a set
amount of time for them to complete the worksheet before going over it as a class. For students who do not
finish the worksheet, they can fill in the missing numbers as we are calling them out together. There are no
special needs students or ELLs in my class.

Materials: List all materials needed to implement your lesson; e.g., selected reading(s), video, PowerPoint, etc.
Meet The Count worksheet
Pencils
Smart Board skip counting game
Popsicle sticks with all students names on them
Procedures: Include motivation techniques, grouping, instructional strategies (steps in the lesson), probing questions*,
and lesson closure. Refer to rubrics for specific items that should be included in every lesson plan.
Probing question: Who can tell me what skip counting is? What have we been skip counting by? Are you ready to test
your knowledge on skip counting by playing a game?
Grouping: Whole class for the game, individual for worksheet, whole class for reviewing worksheet
Procedures:
1. Grab the students attention by addressing what we are about to do.
2. I will ask them do they recall skip counting and what have we been skip counting by (2s, 5s, 10s etc.)
3. I will then pull the game up on the smart board and instruct them what to do.
4. I will pull out a Popsicle stick with a childs name on it and they will be the first one to start the game. They
have the choice of whether they want to skip by 2s, 5s, 10s or 100s on this game. After the student has
completed his/her turn, they will draw out the next Popsicle stick for the next student to play the game. The
game consists of balloons with numbers on them and a number sentence at the top with missing numbers.
The students must pop the balloon with the correct missing numbers for the related skip count.
5. Every student will have a turn to play the game before moving on.
6. Once every student has played, I will give them a Meet the Count worksheet that consists of 8 number
sentences with blanks. The first two numbers of each sentence is already written for them. They must
determine what they are skip counting by and then fill in the missing spaces with the next numbers.
7. As the students are completing this worksheet, I will be walking around to see that they are on track.
8. After an allotted amount of time, I will tell them to stop where they are and we will begin reviewing the
worksheet.
9. I will have the students raise their hands to be called on to call out the missing numbers. They must tell the
class what they are skip counting by and then read the number sentence with the missing numbers. I will do
this until the whole worksheet has been read. For students that didnt finish or had incorrect numbers, they
can fill them in or change them as we are calling them out.
10. I will take up these worksheets and look over them to see how well the students did.
Activity Analysis: (must support TWS 3 and show use of TWS 1 data)
Identify at least two activities you plan to use in this lesson and explain why you are planning these specific activities.
In your explanation include the following prompts:
1. The Skip counting game on the smart board: this activity supports the lesson because it is a developmentally
appropriate game that reviews skip counting. Each student will get a turn to play. The game allows for physical,
social, and cognitive connections by having the students move around and practice skip counting in a fun,
educational way as a class.

Lander University Teacher Education Lesson Plan Template

Rev. 2013

This game is where the technology will be used. Each student gets a turn to come up to the smart board and
play the game.

2. Meet the Count worksheet: this activity supports the lesson because it is used to test the students ability to
skip count after reviewing and playing a game. This activity is appropriate to assess the students knowledge on
skip counting and determine if further instruction is needed before taking their math test. It relates to cognitive
and social development because it is testing their knowledge and allowing them to share their answers as a
class.

References:
Cite all references for materials/resources used in preparing the lesson. Citations should be in APA, 6th edition format.
http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopSkip.htm
The Education Center, Inc. www.themailboxcompanion.com Oct/Nov 2004