Time Lesson Content Teaching Approaches

9.00-9.05






9.05-9.20
















9.20-9.35

Class begins with discussion and questioning between the teacher and
students, revisiting previous lesson outcomes to determine what students
remember; what they need to learn further.

Advise students that after an initial recount of counting on, this lesson
will further develop their knowledge of skip counting by 2s, 5s and 10s,
by:
counting backwards.
Beginning at any number

MAIN
ACTIVITY 1: Teacher demonstrates a number on the IWB e.g. 15.
Students are asked to volunteer initially, to write the next number
using skip counting by 5, that counts on, from 15, on the IWB.
ACTIVITY 2: Teacher to ask students:
What does counting back mean?
What are some other ways of saying counting back? (subtract; take
away; less than; minus; difference between)
Write some examples on the IWB to lead to student discussion;
-begin with the number 85 and count back in 5s
-begin with the number 70 and count back in 10s
-begin with the number 28 and count back in 2s
ACTIVITY 3: Class game-counting back in 5s
Students form a large circle
Beginning with the number 100, and counting back in 5s, teacher
models gently throwing a soft ball to a student, who needs to say
the next number counting back. The ball is then passed to another
student to attempt an answer. The game can be changed to count
on in attempt to develop critical thinking in students who are aca-
demically more efficient.
ACTIITY 4: Students use computers and an interactive online game, to
select the correct answer in: Skip counting backwards by 5; Skip
counting backwards by 10; and Skip counting backwards by 2 activi-
ties.






















Students begin seated on the floor in a
large circle, waiting for teacher instruction








ACTIVITY 1: Ensure students see the
patterns that develop in the numbers in the
skip counts of 2, 5 and 10. e,g. every 2nd
number ends with a 0-every other number
ends with a 5 etc.



Seek student discussion and ideas about
what the next number would be, when
counting back. How do they know their
answer is right? What can they use to
check their answer?

If students struggle to answer, the game
will be paused for the teacher and students
to offer assistance. Students may use their
fingers to count back by 5 to determine the
answer.

ACTIVITY 4: These activities give stu-
dents number options, where they need to
select the correct answers within a time
limit to achieve a WELL DONE message.

Students will be advised they have 15
minutes to achieve Activity 4, with the
minimum expectation of tasks 1-4 to be
completed.

Interactive Whiteboard timer, will be set
when students are logged onto the comput-
ers.

To complete the task, students need to:
1. copy their 3 completed form;
2. paste them into a document of their
choicee.g. Word or Publisher;
3. print them;
4. copy and paste the URL of the web-
site and attach it to your document
5. cut their printed documents out
6. paste printed documents in their
Maths workbook
LESSON PLAN 2
Unit/Topic: Skipping numbers: Part 2
Key Learning Area: Mathematics; English; ICT
Year Level: 2
Lesson Outcomes:
Students have been exploring signs and words used in maths - different ways to express + - x
Students use number lines to explore skip counting by 2s; 5s; 10s; and use worksheets to answer questions.
Students are already familiar with counting from 1-100.
Curriculum Areas:
Mathematics: Patterns and algebra-students work with numbers to identify missing parts of number lines. Students identify patterns
occurring by skip counting in reverse.
English Listening and speaking; reading; writing
Critical and creative thinking
Information and Communication Technology-Investigating with ICTStudents access information following hyperlinks; copy and
paste text to print pages
Skip Countng Backwards by 5
(Can be altered to also count backwards by 10 and 2)
htp://www.mathsisfun.com/numbers/fll-missing.php?
g=100m5&name=Skip%20Countng%20Backwards%20by%205
Time Lesson Content Teaching Approaches
9.35-9.40










9.40-9.45
CLOSURE: Whole class participation
Students form a large circle, with space to move their arms and
legs, in a skip counting song at the conclusion of the class.

The YouTube song, will be shown through the Interactive White-
board, initially used as an explanation and practice for students to
understand their expectations.

The presentation will then be used as a self assessment tool, and
teacher assessment on student participation and their understand-
ing of the concepts learnt throughout the two lessons.

Students requiring modified learning be due to physical re-
strictions, can be seated on classroom chairs for participation.

Whole class regroup on the floor in front of the teacher/IWB to discuss what
they have learnt throughout the lesson.













SKIP COUNTING BY 5 SONG
http://www.youtube.com/watch?
v=aSfjhkIUDvI
RESOURCES
25 Computers
Classroom printer + ink
Internet connection
Interactive whiteboard
Interactive whiteboard pens
Laptop computer
Scissors, glue
Students Interactive games: Skip Counting by 2, 5, & 10
http://www.mathsisfun.com/numbers/fill-missing.php?g=100m5&name=Skip%20Counting%
20Backwards%20by%205

YouTube Skip Counting by 5
http://www.sheppardsoftware.com/mathgames/earlymath/BalloonPopSkip.htm
SAFETY CONSIDERATIONS/MATERIALS
Students who may require moderated learning due to physical limitations may sit to carry out
YouTube activities
Ensure students only access recommended sites, and use equipment appropriately and with the in-
tent expected according to classroom/school rules.
Students using scissors and equipment to follow classroom rules/safety
Whole class cultural/classroom respect and etiquette essential at all times
Ensure students use correct postures when using technologies, and observe time constraints on
their use
ASSESSMENT
Student assessment will be based initially on willingness to participate in discussion and selected
answering of teacher directed questions
Students willingness to engage in interactive games as directed by the teacher and use them appro-
priately
Student assessment based on knowledge and ability when engaged in interactive games
REFLECTION
Did the content of the lesson meet desired outcomes?
Were the students engaged in their learning?
Did students understand the requirements of tasks?
How could the lesson have been conducted better?
Was the students learning experiences relevant?
What other ways could this exercise have been conducted?
Did all students have opportunities to contribute to their learning and discussions?
Did all students remain on task?