GT Differentiated Exemplar Lesson Mathematics TEKS/Student Expectations: Science Social Studies. Lessons and Activities

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1 Grade Level: 1 Title: Skip Counting Essential Question(s): Subject Area(s): Reading, Writing, X Mathematics GT Differentiated Exemplar Lesson Mathematics TEKS/Student Expectations: Science Social Studies How can skip counting by twos help to count objects in a set? How can skip counting by fives help to count objects in a set? How can skip counting by tens help to count objects in a set? Assessment(s): Pre-Assessment X Formative Summative 1.5. Algebraic reasoning. The student applies mathematical process standards to identify and apply number patterns within properties of numbers and operations in order to describe relationships. The student is expected to: B. skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set C. use relationships to determine the number that is 10 more and 10 less than a given number up to 120 GT Scope and Sequence Skills: (Aligned with 21 st Century Skills Framework & College and Career Readiness Standards) Creative Thinking X Critical Thinking X Communication Research Student Learning Styles: X Auditory X Visual/Spatial X Kinesthetic Other Elements of Depth and Complexity: X Language of the Discipline X Details X Patterns Trends Rules Ethical Considerations Unanswered Questions Over Time Different Perspectives Big Ideas X Whole Class X Small Group X Independent Activity Lessons and Activities PART ONE: Whole Class: Introduce the concept of skip counting by reading Leaping Lizards (counting by 5 s and 10 s), Spunky Monkeys on Parade (counting by 2 s, 3 s, and 4 s), and/or another book on skip counting (see resources). Next, teach one of the Have Fun Teaching songs or view the Skip Counting Song on Discovery Education (see Resources). Teach one new song each day or every other day and review the ones previously learned. If students are struggling with this concept, provide them with a visual (see counting mats below or the link: Free Download from Teachers Pay Teachers). Resources: Have Fun Teaching Counting by 5 s (3:03) Counting by 10 s (2:41) Counting by 2 s (2:52) Additional Skip Counting Songs up to 12 *Each song has a beginner song and a more advance one.

2 On the recording sheet, start by drawing a snowman family with at least 4 family members. Each snowman will have to have the same amount of each item. For example, they will each have two eyes, one carrot nose, five buttons, etc.. Encourage students to draw items that are in sets of one, two, and five. Then, the students will skip count to fill in the chart at the bottom. For example, if there are four members in the family, there will be 4 carrot noses, 8 eyes, and 20 buttons. They will also choose their own item and fill it in on the bottom (see recording sheet below, adapted from Free Download from Teachers Pay Teachers). You could also change this format to correlate with other units you are teaching (for example, draw flowers in the garden with 5 petals, 2 leaves, 10 roots, etc.. or organisms such as fish, dogs, etc..). PART TWO: Whole Class: To review counting by 5 s, play I Have, Who Has? Print and cut out the game cards (see below or the link: Free Download from Teachers Pay Teachers). Give each student a card (if there are additional cards give students who have grasped the concept more than one card or pass out the cards consecutively and don t pass out the remaining cards. The student who has I have 5, who has 5 more? will start by reading his or her card. The person who has the answer will read their card I have 10, who has 5 more? and so on until everyone reads their card. It works best the first time sitting in a circle with everyone placing their cards face up. This way the teacher can see who is struggling and students can help each other. Jump Around: Moving with Math Create a large number line with the numbers 1-20 (or more) with butcher paper or draw a number line with chalk outside. Create skip counting task cards (or download a copy from the link: Free Download from Teacher Pay Teachers see below for sample). Students will take turns selecting a card and then hop on the indicated numbers while skip counting. For example. Start on 6 and jump on numbers counting by 2. After modeling with the entire class, students can work together and take turns, select cards, and hop the numbers. On Grade Level: Students should practice the concept of skip counting by coloring in patterns on hundreds charts. In small groups or individually they can also can put numbers in order while skip counting. You can also hand out numbers (such as 20, 30, 40, 50) one per student and they can put themselves in order and then count together (see link for number/activity cards: Free Download from Teachers Pay Teachers). Then, students will create a poster with items from around the room or brought in from home (ex. bottle caps, paper clips, cotton balls, crayons, etc..) or by drawing pictures and then counting and labeling the sets of items by skip counting. They will choose either sets of 2s, 5s, or 10s. For example (Photo found on Pinterest): Then, they will label each set of items while skip counting (2, 4, 6, 8, etc ) to find out how many items in all. Skip Counting K-2 Search Results The Skip Counting Song" Practice counting by 10s, 5s, and 2s. (3:30) Leaping Lizards Murphy, Stuart J (Note: 35 copies available in AISD libraries. Your librarian can help you get a copy if it is not in your school library.) Two Ways to Count to Ten: a Liberian Folktale Dee, Ruby (Note: 125 copies in AISD libraries.

3 GT Level Group: Skip Counting Menu- Students will chose from various activities (each ranging from 2-5 points) to complete in order to earn 5 points (see recording sheet attached below). Then, they will share their results with the other students who are also completing the Skip Counting menus. Your librarian can help you get a copy if it is not in your school library.) Whole Class: Students will display their posters and their menu item products to create a Skip Counting Gallery. Then, students will go on a gallery walk to view their classmates products. Extension: Students can view the lesson on Repeated Addition on BrainPOP Jr (see Resources column). Then, after viewing the lesson, they can play the Moby s Matching game and print out and complete the frog skip counting activity under learn more. Arctic Fives Arrive Pinczes, Elinor J. (Note: 24 copies available in AISD libraries. Your librarian can help you get a copy if it is not in your school library.). Spunky Monkeys on Parade Murphy, Stuart J. (Note: 49 copies available in AISD libraries. Your librarian can help you get a copy if it is not in your school library.)

4 Skip Counting Menu Westphal, L. E. (2011). Differentiating Instruction with Menus Math Grades K-2. Waco, Tex.: Prufrock Press. BrainPOP Jr.-Repeated Addition

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13 Process Assessment Teacher observes the following: Process Observation - Frequency Student uses correct terminology during interactions with peers and teacher. Seldom/Never Occasionally Often Consistently Process Observation Frequency The student is able to guess the genre of a book by its criteria. Seldom/Never Occasionally Often Consistently Process Observation Quality of Creative Thinking Student uses creativity throughout the stages of the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Process Observation Quality of Analytical Thinking Student analyzes information during the task. Typical of Peers Fluent Thinker Flexible Thinker Unique and Original Product Assessment Score Genres Booklet Critical Thinking 3 2 Student compares and contrasts fiction and non-fiction books. Student compares fiction and nonfiction books. 1 Student distinguishes between fiction and non-fiction books. The content highlights unique information for the two genres and shows connections to books not previously read aloud in class. Includes distinctive information for each genre in the booklet. The content easily connects to the books read aloud in class. Includes distinguishing information for each genre in the booklet. Student applies knowledge of the distinguishing characteristics of genres to make predictions and verify the predictions. Student applies knowledge of the distinguishing characteristics of genres to make predictions. Student predicts the contents of a book.