Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Kaitlyn Kirkpatrick Grade-Level: 2nd Lesson Date:

Tuesday, November
14, 2023

Title of Lesson: Skip Counting By Tens Cooperating Teacher: Keesha Chatman

Core Components
Subject, Content Area, or Topic
Math
Student Population
21 Students (11 male, 10 female)
3 speech IEP
0 ESL
0 504
Learning Objectives
The student will determine patterns created by counting by twos, fives, and tens on number
charts.
The student will describe patterns in skip counting and use those patterns to predict the next
number in the counting sequence.
The student will skip count by twos using manipulatives, a hundred chart, mental math, a
calculator, and/or paper and pencil.
The student will be able to skip count by two staring at any multiple of 2.
The student will be able to skip count by fives using manipulatives, a hundred chart, mental
math, a calculator, and/or paper and pencil.
The student will be able to skip count by five staring at any multiple of 5.
The student will be able to skip count by tens using manipulatives, a hundred chart, mental
math, a calculator, and/or paper and pencil.
The student will be able to skip count by ten staring at any multiple of 10.
The student will be able to count backward by 10.
The student will be able to use objects to determine whether a number is even or odd.

Virginia Standard(s) of Learning (SOL)

2.2 The student will
a) count forward by twos, fives, and tens to 120, starting at various multiples of 2, 5, or 10;
b) count backward by tens from 120; and
c) use objects to determine whether a number is even or odd.

Highlight Key:

Instructional Strategies Assessments Differentiation

Materials/Resources
-Index cards
-Anchor Chart
-Dry erase pouches
-Even/Odd coloring page
-“S’More Skip Counting” 2, 5, 10s.
- Skip Counting by 10 Song for Kids
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%

Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
Reading 10%
Lecture 05%

Safety Considerations
N/A for this lesson.

Time
(min.) Process Components
5 *Anticipatory Set
TTW welcome students to math and pass out the “I have, who has?” index cards.

TTW start with the card that has the number ‘10’, and model flipping it over and reading
the back, ‘who has 20?’.

TTW explain that the student who has 20 will say, ‘I have 20, flip over their card and
ask, who has 30?’

TSW get in line after reading their card.

This will continue until everyone who had a card is in line.

 TTW ask, what number pattern did you notice about the activity we just did?

TTW explain that we just counted by 10’s!

TTW ask students to hand in their card and sit on the rug.
*State the Objectives (grade-level terms)
2.02 a → I can count forward by twos, fives, and tens to 120, starting at various
multiples of 2, 5, or 10.
2.02 b → I can count backward by tens from 120.
2.02 c→ I can use objects to determine whether a number is even or odd.
10 *Instructional Input, Modeling, or Procedures
(follow the slides)
TTW display an image of dimes.

TTW ask what is the quickest way to count dimes to figure out how much money we
have?

TTW lead students to an understanding that counting by tens is the best way.
(counting by tens is when we are counting by groups of ten).

TTW and TSW practice counting the dimes by tens.

TTW review the anchor chart for counting by 2s and 5s. Count together as a class.

TTW play the video on skip counting by 10s: Skip Counting by 10 Song for Kids

TTW continue creating an anchor chart with class skip counting by 10s.
3 *Check for Understanding
TTW have students take out their white erase pouches and a markers.
TTW write the pattern on the board: 70, 80, 90, __, __, __
TSW complete the pattern on their boards and TTW come around to check student
responses.
TTW ask: are the numbers even or odd? Why?
TTW write: 24, __, 28, 30, __
TSW complete the pattern on their boards and TTW come around to check student
responses.
10 *Guided Practice
TTW have students return to their desks.

TTW display the virtual hundreds chart on the board.

TTW pass out the skip counting by 10’s Hundreds Chart worksheet. TTW have
students take out one crayon.

TTW guide students in counting by tens from the 10’s column. TSW color each number
as we count.

TTW ask: What patterns do you notice?

TSW repond.
TTW have students put this paper aside for the moment.

TTW continue to use the virtual 120 chart to model counting.

TTW model counting by tens in the fives column. TTW ask: what number am I skip
counting by?
TSW respond.

TTW explain that even though there isn’t a zero at the end of the number, we are still
skip counting by tens.

TTW ask: what patterns do you notice?

TSW respond.

TTW complete the check for understanding now.

TTW have students take out their “S’more Skip Counting” booklet page (on the back of
hundreds chart paper used before).

Under the projector, TTW show and explain the independent assignment worksheet.
Under the projector, TTW explain directions for the Even/Odd Coloring Sheet.
TTW pass out the even/odd coloring worksheet.
20
*Independent Practice .
TSW complete “S’More Skip Counting” 2, 5, 10s
TSW Complete “Even/Odd” coloring.

TTW put a 10-minute timer on for students to complete both activities .

TTW explain that when students are done, they will complete the Tuesday Canvas
Slides in the Math Module in Canvas.

TTW put on a 10-minute timer for students to complete Canvas Slides.

If students finish early, they may get on Dreambox, or choose a skip counting math
game to play.

Small Group:
TTW pull a remedial group and have them bring their hundreds chart and markers.
TTW review skip counting on the number chart with students, having them count by
twos, fives, and tens and recognizing patterns.
TSW complete missing numbers from patterns the teacher displays.
If time allows, TTW have students practice skip counting by 2’s and 5’s with
manipulatives.
Assessment
Exit Ticket:
TTW give a skip-counting exit ticket, addressing 2s, 5s, and 10s and an informal
assessment.
5 *Closure
TTW thank students for their hard work and have them clean up.
TTW pass out the exit ticket.
TSW complete the exit ticket.
TTW explain that tomorrow we will be wrapping up skip counting and learning a new
concept.
Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-cultural).
TTW provide additional support for students who may be struggling with the concepts by
providing manipulatives or visual aids.

The independent slides offers a variety of enriching and remedial support.

TTW pull small groups during independent practice time to enhance their understanding and
address any misconceptions.

TTW provide additional resources or support for students with IEP plans, if needed.
Classroom Management Strategies (To ensure a positive learning environment).
TTW clearly communicate expectations for behavior during center activities.
TTW rotate students through centers in an organized and efficient manner to maximize
instructional time.
TTW use a timer to keep students on task.
TTW use positive reinforcement for good behavior and participation.
TTW address any behavior concerns promptly and consistently.
Lesson Reflection. To be completed following the lesson. Did your students meet the objective(s)? What
parts of the lesson would you change? Why? (Professor will determine if reflection goes here or in written report).

In the development of this math lesson, my goal was to align the instructional strategies
and activities with both the InTASC and CAEP standards to ensure an effective learning
experience for all students.

I specifically planned my lesson to correspond with the InTASC standards, targeting

individual growth and development across various cognitive aspects. The variety of
instructional strategies used, such as “I have, who has?”, anchor chart, whiteboard
reveal, booklet, and the exit ticket were crafted to meet InTASC Standard #1,
acknowledging the diversity in learners' growth across cognitive, linguistic, social,
emotional, and physical domains.

Next, I believe that each learner thrives in various instructional activities, and this is why
my strategies were diverse. The variety of instructional strategies I used aligned well with
InTASC Standard #8, “The teacher understands and uses a variety of instructional
strategies to encourage learners to develop a deep understanding of content areas and
their connections, and to build skills to apply knowledge in meaningful ways.” I allowed
students to move around and get out of their seats to begin the lesson, the students were
able to sing along to the skip counting song and engage in the making of the anchor
chart. They also showed their knowledge in a variety of ways, by writing on a whiteboard,
booklet, and Exit Ticket.

To continue, the use of manipulatives, such as index cards, the skip counting booklet,
and blocks/hundreds charts (in small groups) aimed at engaging students in
nonlinguistic representations, aligning with InTASC Standard #4. I found that the students
were very engaged in the anticipatory set, “I have, who has?”, using index cards,
because it sparked curiosity. Additionally, cooperative learning was fostered through the
"I have, who has?" activity, promoting collaborative exploration, in line with InTASC
Standard #7, supporting students in achieving rigorous learning goals.

Also, the assessment strategies, particularly the exit ticket, aligned with InTASC Standard
#6, “The teacher understands and uses multiple methods of assessments to engage
learners in their own growth, to monitor learner progress, and to guide the teacher’s and
decision-making.” The exit ticket not only gauged comprehension but also served as a
tool to form small groups and address specific content areas needing reinforcement.
Another tool of assessment I used was a formative assessment during the check for
understanding. I particularly kept my eye on the students I knew needed extra
reinforcement from the previous lesson, to see if they showed improvement after the
whole group. They did not, and I still pulled each of them for small group reinforcement,
where we made use of manipulatives to enrich their understanding of skip counting.

In terms of CAEP standards, the lesson's focus on differentiation strategies for students
who were scoring low on the exit tickets/checks for understanding showcased a
commitment to meeting diverse learner needs, aligning with CAEP's emphasis on
accommodating individual differences in educational settings.

However, reflecting on the lesson, I recognize the need for improvements in future
lessons. While I believe the instructional strategies were diverse and engaging, a more
efficient approach in the selection of activities might foster a more focused learning
environment. As a better approach, I could have removed the odd/even coloring sheet
since it was a review topic covered in the SOL and postponed it until the next day. I think
this could have optimized student engagement and utilization of time.

In conclusion, while the lesson effectively addressed the learning objectives and
incorporated varied instructional strategies aligned with professional standards, there is
definitely room for improvement, specifically with the selection of materials and
utilization of time. I hope to continuously improve my teaching practices to ensure the
success of every student in line with professional standards.