Skip Counting: Concrete Level

More Teaching Plans on this topic: Representational

PHASE 1: Initial Acquisition of Skill

Teach Skill with Authentic Context

Description: Baking and sharing cookies are used.

Build Meaningful Student Connections

Purpose: To help students make meaningful connections between what they have experienced when sharing food and the concept of counting objects using skip counting by tens.

* The following description is an example of how you might implement this instructional strategy for Learning Objective 1: Skip count by tens using concrete objects

Materials:

• 110 unifix cubes or other counting objects
• Learning Objective “count by tens’ written so that all students can clearly see it.

Description:

1) L ink to students’ prior knowledge of counting out food to share

For Example:

We’ve learned how to take a set of objects and group them by tens and we’ve learned how to name them. Let’s review this quickly. (Quickly review the process of grouping objects into groups of tens with a group of discrete objects.)

2) I dentify the skill students will learn: Skip counting by tens using objects.

For Example:

Today we are going to use what we know about grouping by tens to learn how to count by tens. (Display the written objective, “count by tens” and point to it.) What are we going to learn today? (Elicit the response, “to count by tens.”) Yes, today we are going to learn how to count by tens.

3) P rovide rationale/meaning for grouping by tens.

For Example:

You already know how to count by ones. For example, you can count this group of unifix cubes by counting each unifix cube separately. (Display a group of ten unifix cubes.) Do that with me. (Count the objects one-by-one.) We can use our cubes when we count smaller numbers like ten. But, there will be times when you need to count larger groups of objects. Here is a larger group of unifix cubes. (Display a group of one hundred unifix cubes.) Counting by ones will take a long time for such a large group. When you learn how to count by tens, you will be able to find the total much faster.

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Provide Explicit Teacher Modeling

Purpose: to provide students a clear teacher model of how to count objects by skip counting by tens.

Learning Objective 1: Skip count by ten using objects.

Materials:

Teacher -

• Ten ten-frames (Ten frames can be commercial or made with meat trays, folders, etc. Ten frames have two rows of five boxes)
• One-hundred unifix cubes/counting chips, fifty of one color and fifty of another color.
• Story problem with number phrases highlighted in different colors.

For Example:

Mrs. Tong baked cookies for a class party. Her cookie trays hold ten cookies each. After baking, Mrs. Tong had ten trays of cookies. How many does she have in all?

• Markers/chalk for writing.

Description:

A. Break down the skill of skip counting by tens using concrete objects.

1) Introduce story problem/context.

2) Read story problem aloud.

3) Re-read story problem aloud with students.

4) Find important information in the story problem.

5) Count objects separated into groups of ten

6) Count cumulative total for each group .

7) Relate each cumulative total to the number of objects.

8) Skip count by pointing to each group.

9) Relate counting by tens to the story problem.

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Scaffold Instruction

Purpose: to provide students an opportunity to build their initial understanding of how to skip count by tens using concrete objects and to provide you the opportunity to evaluate your students’ level of understanding after you have initially modeled the skill.

* The steps for scaffolding your instruction are the same for each concept that you have explicitly modeled. This teaching plan provides you a detailed example of scaffolding instruction for Learning Objective 1. A similar process can be used for other the learning objectives in this plan. You should scaffold your instruction with each skill/concept you model.

Learning Objective 1: Skip count by tens using concrete objects.

Materials:

Teacher -

• Unifix cubes
• Ten frames

Students -

• Bag of beans/student
• Ten frames

Description:

1) Scaffold Using a High Level of Teacher Direction/Support

a. Choose one or two places in the problem solving sequence to invite student response. Have these choices in mind before you begin scaffolding instruction:

Count objects separated into groups of ten.

Boys and girls we have been working on skip counting. Today I want to work some problems with you and have you help me with them. Look at this group of cubes, I don’t know how many there are and I could count each one of them, but I think that would take a LONG time. What’s another way I can count them? Right! I can put them into groups of ten and count by ten. Let’s do that now. I am going to fill each one of my ten frames with cubes. Okay, I’ve done that. Let’s count one ten frame to make sure that I have made groups of ten. Help me count – 1,2,3,4,5,6,7,8,9,10. Did I put ten cubes on the ten-frame? Yes, I did. I have a group of ten here, and one here, and one here and one here.

Count the cumulative total for each group.

Now I know that I have groups of ten, I want to count them. I am going to start with my first group and count each group of ten. I will start with this group and count to ten, then count to ten again. Now I have two groups of ten. Two groups of ten are how much? Right, twenty. Now I’ll count this group of ten. Now I have three groups of ten. Three groups of ten are how much? Right, thirty. And this group of ten makes four groups of ten. How much are four groups of ten? Right! Forty. And this last group of ten makes five groups of ten in all. How much are five groups of ten? Right! Fifty.

Skip count by pointing to each group.

I’ve counted the ten cubes in each group and got fifty, but I am going to check myself. I am going to count one more time just by tens. Which group will I start with? Right, this first one. SO, ten, twenty, thirty, forty fifty. I have fifty cubes all together.
b. Maintain a high level of teacher direction/support for another example if students demonstrate misunderstanding/non-understanding; move to a medium level of teacher direction/support if students respond appropriately to the selected questions/prompts.

2) Scaffold Using a Medium Level of Teacher Direction/Support

a. Choose several more places in the problem solving sequence to invite student responses. Have these choices in mind before you begin scaffolding instruction. (Examples of choices are shown in red.)

Count objects separated into groups of ten.

You did a great job helping me. Now let’s do another problem and this time I want you to help me even more. Let’s look at this box of cubes. What is the first thing I need to do? Right! I can put them into groups of ten. _____ and ____, will you come and do that for us? Do we have ten in each group? Yes, we do, because we have one cube in each box of the ten frame.

Count the cumulative total for each group.

Now we need to count our groups. I’ll point to each group of ten and you all help me count. One group of ten is ten, then another group of ten is twenty..(continue counting each succeeding group of ten for cumulative total).

Skip count by pointing to each group.

We’ve counted our cubes by tens, but I am going to check by skip counting. I am going to count one more time just by tens. Which group will I start with? Right, this first one. So... ten, twenty, …. We have fifty cubes. Thanks for helping count these cubes.
b. Maintain a medium level of teacher direction/support for another example if students demonstrate misunderstanding/non-understanding; move to a low level of teacher direction/support if students respond appropriately to the selected questions/prompts.

3) Scaffold Using a Low Level of Teacher Direction/Support

a. When students demonstrate increased competence, do not model the process. Ask students questions and encourage them to provide all responses. Direct students to replicate the process at their desks as you work together.

Count objects separated into groups of ten.

You all are doing so well that now I want you to do one on your own. Each of you has a bag of beans. Using your ten frames, I am going to have you count your beans. Show me what to do first? Good, each person filled up their ten frames.

Count the cumulative total for each group.

Now you need to count the tens in your groups. Before you start, _____ and _____ can you show me how to count the tens in your groups? Great! Okay, everybody can count the tens in their groups.

Skip count by pointing to each group.

Now that you’ve counted your beans by tens, you can touch each group and skip count. Before you do that, help me how to skip count my groups. Perfect! You all are great counters.

b. When you are confident students understand, ask individual students to direct the problem solving process or have the class direct you: Students ask questions and you and the students respond/perform the skill.

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Videos

Learning Objective 1: view  Clip 1, Clip 2, Clip 3, Clip 4, Clip 5, Clip 6, Clip 7
Skip count by ten using objects.

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