Lesson Plan
Running head: LESSON PLAN
The odds and evens of Skip Counting
Melissa Madden
Westminster College
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Lesson Plan
The odds and evens of Skip Counting
First grade
Length of lesson
30 to 40 minutes
Math
Utah State Core Standards
Standard 2
Students will identify and use number patterns and
properties to describe and represent mathematical
relationships.
Objective 1
d. Use patterns to establish skip counting by, twos, fives,
and tens.
Standard 3
Students will understand simple geometry and measurement
concepts as well as collect, represent, and draw
conclusions from data.
Objective 3
Collect, organize, and represent simple data.
a. Collect and represent data using tables, tally marks,
pictographs, and bar graphs.
b. Describe and interpret data.
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Lesson Plan
Specific Mathematical Objectives for this lesson
The objectives for the students to gain out of this lesson
are to be able to skip count by fives and understand the
difference between even and odd numbers.
Personal Objectives
I would like the students to gain a sense of math and being
interested in it.
Key vocabulary/Symbols
The key vocabulary is skip counting, odd numbers, and even
numbers.
Materials
Books about skip counting and/or odd and even numbers
Geo blocks or other manipulatives for counting
Lined paper
Pencils
Phase 1: Exploration and Explanation
The way I will assess the students’ prior knowledge is to
ask them “Does anyone know what skip counting means?” Depending
on the answer I receive from the students, it will guide me in
the direction of what needs to happen next. If the students’
understand what skip counting is then I will ask for an example.
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Lesson Plan
After I take an example from a student we will go on to read the
poems. If the students do not understand what skip counting is I
will say “Let’s think about what skip counting might be as we
read these poems.” As I read the poems I will ask “Does anyone
know what skip counting is yet?” If the students understand what
skip counting is I will ask “How does the poem ask us to count?”
After reading the poems I will ask the students “What numbers
did we skip count by?” If most of the class knows what the poems
said we were skip counting by then we will go on to me modeling
a skip count set with the manipulatives. After I model it for
the students then I will have them go back to their seats and
try it. As students go back to their seats I will instruct some
students from each desk grouping to go and get the manipulatives
for their group.
Phase 2: Guided Learning
The students will practice at their seats with a partner
working on what skip counting looks like using manipulatives. I
will walk around the desks and observe what the students are
doing, coaching and asking question when appropriate. After
about 15 minutes I will reengage them by asking “What kind of
pattern do even and odd numbers have?” If none of the students
know what odd or even numbers are we will get back in a whole
group and go through a few. When the students go back to work
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Lesson Plan
they will again work with a partner and figure out what odd and
even number skip counting looks like with manipulatives. After
about 5 minutes I will gain their attention by asking “What have
you found out about odd and even numbers?” Then the students
will put the manipulatives away and bring out the paper and
pencils.
Phase 3: Independent Practice/Assessment
The students will have a piece of paper and pencil to write
out the numbers in the skip counting set of five and odd or even
sets up to 20. Accommodations for one of the students will be
that he is allowed to use the manipulatives still. I will be
assessing that the students can skip count by fives and know odd
or even numbers up to 20. If some students think that they know
more then I will encourage them to write more.
Developmentally Appropriate Practice
This lesson is DAP because by the end of first grade the
students need to know how to skip count by twos, fives, and tens
according to Utah State Core Standards. The assessment style
here is a work sample and observation by the teacher which is
the DAP way for assessment.
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