BEFORE
Five More
TEACHERS:
SUBJECT:
Andrea Baker
2nd Grade Math
STANDARD:
 2.NBT.2
OBJECTIVE (EXPLICIT):
 TSW skip-count by 5’s and 10’s using a broken hundreds chart.
EVIDENCE OF MASTERY (MEASURABLE):
Rubric
SUB-OBJECTIVES, SWBAT (SEQUENCED FROM BASIC TO COMPLEX):

KEY VOCABULARY:
MATERIALS:
skip count
hundreds chart (multiple copies to cut into
hundreds chart
pieces.)
Blank hundreds chart (no numbers)
counters
worksheet (attached)
ENGAGE (MAKE CONTENT AND LEARNING RELEVANT TO REAL LIFE AND CONNECT TO
STUDENT INTEREST)
TEACHER WILL: Ask the question, “How
do you count on a hundreds chart?”
STUDENT WILL: Answer teacher question.
TEACHER WILL: Pass out a blank 100’s
chart.
Model skip counting by using one piece of
the hundreds chart to skip count by 10’s.
EX: if you have a piece that starts at 61
then skip-count backwards. 61, 51, 41,31,
21, 11, 1. Have students tell you the
numbers.
STUDENT WILL: Fill in blank hundreds
chart starting with 61. Students will instruct
teacher the numbers she should be filling in
on the chart.
TEACHER WILL: Model how to skip count
by fives, starting with the number 76. Have
two students model for the rest of the class.
Student writes the number 76 on the sheet.
Then using counters (five of them), the
student says the numbers counting forward
as they place five counters in a line. Then
the student places the ending number in
the blank on the sheet. Then have students
cover the starting and ending numbers with
counters on the hundreds chart. Have
students tell you the numbers to fill into the
STUDENT WILL: Fill in blank hundreds
chart starting with 76. Students will instruct
teacher the numbers she should be filling in
on the chart.
chart. EX: 76, 81, 86, 91, 96. Ask students,
“What number comes after 96?” (This will
illustrate to students that numbers do not
end at 100)
STUDENTS WILL: Answer teacher
question.
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL: Give students another
copy of a blank 100’s chart and a piece that
is cut from a hundreds chart. Instruct
students to glue their piece onto their blank
100’s chart in the appropriate place. Then
they must skip count by 5’s and 10’s using
their number as a starting point.
DURING
TEACHER WILL: Ask the following
questions:
STUDENT WILL: Students will complete
100’s chart by skip counting by 5’s and
10’s. (Note: Have students save their
hundreds chart to use for a future lesson
where they skip count by different
multiples.)
STUDENT WILL: Answer teacher
questions.
Does it matter where you start on a
hundreds chart to skip count?
Could you skip count to 1000 using this
method?
What pattern do you see when you skip
count?
Which numbers are odd?
Which numbers are even?
AFTER
CO-TEACHING STRATEGY IF APPLICABLE
TEACHER WILL: Ask for student
volunteers to their 100’s chart.
CO-TEACHING STRATEGY IF APPLICABLE
STUDENT WILL: Share their 100’s chart.