Skip Counting: Concrete Level

More Teaching Plans on this topic: Representational

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: to provide students with multiple practice opportunities to recognize groups of ten by skip counting.

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

Structured Cooperative Learning

Materials:

Teacher -

• Bell or other signal
  Word cards with ten through one hundred on board or other visual display so all children can see them.

Students -

• Containers (e.g. box lids) with ten frames and concrete objects secured onto ten frames. There should be 3-4 containers/table.

Description:

Activity:

Students will work in groups of 4 children. The teacher will skip count, starting at ten and stopping before he/she reaches a hundred, pointing to the number words as he/she skip counts. Each group will look at their containers and choose the one that matches with the number that the teacher skip counted. When the teacher signals, a child from each table reports their decision to the class. Each group gets to share before starting with another container. For additional practice, groups can rotate to different tables or other locations and look at different containers.

Cooperative Learning Groups Steps:

1) Provide explicit directions for the cooperative group activity including what you will do, what students will do, and reinforce any behavioral expectations for the game.

2) Arrange students in cooperative groups. Groups should include students of varying skill levels.

3) Assign roles to individual group members and explain them:

a. Materials manager (gets the materials )

b. Turn –taker (makes sure that each student at the table gets a turn)

c. Reporter (raises his/her hand to let the teacher know when the group has completed the task.)

d. Encourager(s) (encourages each person as they are deciding)

4) Distribute materials.

5) Model one example of skill(s).

a. Listen to the teacher skip count.

b. Count ten frames.

c. Say number .

d. Make sure that the team agrees with the decision before the next student has a turn.

6) Review/model appropriate cooperative group behaviors and expectations.

a. Agree or disagree with a teammate’s decision.

b. Listen while children are sharing their responses with the whole class.

7) Provide opportunity for students to ask questions.

8) Teacher monitors and provides specific corrective feedback & positive.

a. Circulate around the table and check on children’s responses

b. Make sure that each child receives feedback on his/her decision.

c. Ask each child in the class to share his/her decisions at least once either with the entire class or individually with the teacher.

d. Provide corrective feedback to students as needed.

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Expressive Level

Purpose: to provide students with multiple practice opportunities to count objects by skip counting.

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

Structured Language Experience

Materials:

Teacher -

• Bell or timer to signal when to switch bins

Students -

• 3 containers (e.g. box tops) with groups of concrete objects placed on ten frames.Containers should be differentiated with a color or symbol, letter or number.

Description:

Activity:

Students will work at tables in groups of 3 children. Each child is assigned a container. Each child should look at his container and count the objects using skip counting. When the teacher rings the bell the children at each table are to take turns skip counting for the others at their table. After each child at the table has counted for his/her tablemates, the teacher will ask one child at each table to count before signaling children to pass the containers around the table. Continue until every child has practiced with each container at the table.

Structured Language Experience Steps:

1) Review directions for completing structured language experiences and relevant classroom rules.

2) Model how to perform the skill(s) within the context of the activity before students begin the activity:

a. Look at the container

b. Decide if the objects are in groups of ten.

c. Count by tens.

d. Skip count ten frames.

e. Take turns telling tablemates and provide feedback to tablemates

f. Signal teacher if there is a question about a tablemate’s decision

g. Rotate the containers around the table when the teacher signals.

h. Listen while children are sharing their responses with the whole class.

3) Provide time for student questions.

4) Signal students to begin.

5) Monitor students as they work.

a. Circulate around the table and check on children’s responses throughout the activity. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate behavior.

b. Make sure that each child receives feedback on his/her decision. Provide corrective feedback and modeling as needed.

c. Ask each child in the class to share his/her decision at least once with the entire class

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