Skip Counting: Representational Level

More Teaching Plans on this topic: Concrete

PHASE 2: Practice Strategies

Receptive/Recognition Level

Purpose: To provide students with multiple practice opportunities to skip count using a number line.

Learning Objective 1: Skip count using a number line.

Structured Peer Tutoring

Materials:

Teacher -

• Sample of learning sheet and response sheet to use when introducing and modeling activity.

Students -

• Learning sheets and response sheets: Each learning sheet will have 10 number lines with dots representing numbers. Each response sheet will have a ten numbers with number lines and two blank lines beside each number.

Description:

Activity:

Students will work in pairs. Each student will have a turn being a coach and being a player. The coach will call out the first number on the response sheet and the student will pick the correct number line on the learning sheet. The coach will check the student’s response by matching the number line that was picked with the number line on the response sheet. If it is correct, the coach will put a check on the first blank of the response sheet. If the player does not get the correct answer, the coach assists the player and the player is given a second try. After the player tries another match, the coach again checks the answer, and if it is correct, puts a check in the second blank on the response sheet. If it is still not correct, the coach solves the problem with the player. After the player has identified all ten number lines on the learning sheet, the coach and player switch roles using a different learning sheet.

Structured Peer Tutoring Steps:

1) Select pairs and assign each pair a place to practice (try to match students of varying achievement levels if possible).

2) Review directions for completing structured peer tutoring activity and relevant classroom rules. Practice specific peer tutoring procedures as needed (see step #4).

3) Model how to perform the skill(s) within the context of the activity before students begin the activity. Model both what the coach does (e.g. reads prompts on the learning sheet; check answers; provides corrective feedback; record points) and how the player responds. Prior to starting this activity, the teacher will introduce the activity and model how:

a. A player listens to the coach say or show a number.

b. A player looks at the choices of number lines and chooses a number line.

c. A coach listens to the player, checks the answer, and provides feedback and positive reinforcement.

d. A coach assists the player to rethink his/her answer.

e. A player accepts feedback and reinforcement from the coach.

f. A player rethinks an answer that is not correct.

g. A coach re-checks the answer and provides feedback and positive reinforcement.

h. One or both partners can signal the teacher if a question arises.

i. Partners will switch roles once the player has completed one sheet.

4) Divide the practice period into two equal segments of time. One student in each pair will be the player and will pick the top card from the set of cards. The other student will be the coach. The coach record the response in the appropriate space on the player’s response sheet, check the answer key, and provide feedback regarding the player’s response. For inaccurate responses, the coach provides feedback and the player attempts the question a second time

5) Provide time for student questions.

6) Signal students to begin.

7) Signal students when it is time to switch roles.

8) Monitor students as they work in pairs. Provide positive reinforcement for both “trying hard,” responding appropriately, and for students using appropriate tutoring behaviors. Also, provide corrective feedback and modeling as needed.

a. Circulate around the room to ensure that all pairs are actively engaged.

b. Set individual goals for students and monitor progress towards those goals.

c. Provide corrective feedback and positive reinforcement to coaches and players.

d. Collect response sheets to track student progress.

e. Provide whole-group review with one or more problems after all pairs have finished.

[ back to top ]

Expressive Level

Purpose: to provide students practice opportunities to express their understanding of how to skip count by ten using a number line.

Learning Objective 1: Skip by ten using a number line.

Self Correcting Materials

Materials:

Teacher -

• Sets of note-cards. Each card will have a number line on one side and a number on the other.
• Sets of learning sheets with number lines corresponding to the numbers on note cards. Each learning sheet will have a place for students to record their correct and incorrect responses - “C” (Correct) and “H” (Help).

Students -

• A set of note cards
• A set of learning sheets
• Pencil for drawing/writing

Description:

Activity:

Each student will have a set of note cards and learning sheets. Students pick a note card and solve the problem by drawing the answer on the number line on their learning sheets. The students check their answers by turning the card over where the correct drawing appears. Students mark their answer as correct or incorrect.

Self-Correcting Materials Steps:

1) Introduce self-correction material.

2) Distribute materials.

3) Provide directions for self-correcting material, what you will do, what students will do, and reinforce any behavioral expectations for the activity.

4) Provide time for students to ask questions.

5) Model performing skill (e.g. choosing card, finding appropriate box on learning sheet, drawing answer).

6) Model how students can check their responses.

a. Have students practice one time. Provide specific feedback/answer any additional questions as needed.

b. Monitor students as they work.

c. Provide ample amounts of positive reinforcement.

d. Provide specific corrective feedback. Remodel skill as needed,

e. Encourage students to review their individual learning sheets, write the total number of correct responses next the “C” (Correct) and do the same for the “H” (Help).

[ back to top ]