Grade Level/Subject/Topic:Kindergarten / Mathematics / Skip Counting Original Author: Carol Carter

Revised By Henry County Kindergarten DI Team Leaders

Standards Addressed:

Standard:

·  K.4: The student will investigate and recognize patterns from counting by fives and tens to 30, using concrete objects and a calculator.

Pre-Assessment:

·  Based upon Learning Style Inventory

Defining the Learning Goals: What the student will:

Know (Facts/Vocabulary):

·  Fives (to 30)

·  Counting patterns (skip counting)

Understand (Big Ideas):

·  We can use counting patterns to help us solve problems quickly and accurately and to make predictions.

Do (Specific Skills student is able to do after the lesson):

·  Describe patterns in skip counting.

·  Use patterns to predict the next numbers in sequence.

·  Create patterns using skip counting with concrete objects.

·  Investigate and recognize skip counting by 5’s.

Materials/Supplies:

The following books: 100th Day Worries, One Potato, Count!, From One to One Hundred

Bear Counters

Skip Counting Cards

Play dough

Missing Number Cards

Paper Bags

Dinosaur Patterns

Crayons

Scissors

Glue

Procedures/Activities:

Day 1:

·  Anticipatory Set:

o  Ask students questions such as:

o  Can you count to 100? Does it take a long or short time? Could we skip some numbers and still count to 100?

o  Then read a story to the class which contains counting to 100. Explain skip counting. Some suggested books are:

o  100th Day Worries by Margery Cuyler. Simon and Schuster, 2000

o  One Potato by Diana Pomeroy. Harcourt Brace, 1996

o  Count! by Denise Fleming. Henry Holt, 1997

o  From One to One Hundred by Teri Sloat, 1995

o  Skip Counting by 5’s

Differentiated Learning Activities by the 4 Learning Styles:

Mastery – Sensing Thinker (ST)

·  Students put a group of 30 bear counters or connecting cubes together into sets of five each. Next, students use two sets of cards: one to show how many are in each group (5) and one to show how many there are in all (5, 10, 15, 20, 25, 30). Children can make groups up to 100 according to their readiness. Children are to explain how they made their groups and then demonstrate counting their counters by fives using the cards.

Understanding – Intuitive Thinker (NT)

·  In advance, make a set of cards with a number sequence on each card so that there is a single error in the sequence. Place the cards face down.

·  Taking turns, each child draws a card, finds and crosses out the error, and then writes the correct number. After a child’s turn, the others in the group will discuss the answer and check to see if the card is marked correctly. If the card is correct, the child keeps that card. If the card is incorrect, the group will explain the error and the card is placed in a discard pile. Children continue to take turns until all cards are used. The goal is to collect as many cards as possible.

Interpersonal – Sensing Feeler (SF)

·  Have students work together with a partner to create hand pancakes. They are to make play dough pancakes and press one hand into each pancake. Next, they line up from 5 to 20 pancakes (depending on their readiness) on a tabletop and count by fives to tell how many fingers there are altogether. Children then use numeral cards to identify counting each hand by fives.

Self-Expressive – Intuitive Feeler (NF)

·  Students are to make a puppet of a dinosaur. They are to design the dinosaur as to how they think it would look in the following poem, and then use the dinosaur to act out the poem and skip count by 5’s.

o  Ringo Rango,

Tingo Tango,

Dinosaurs have hives,

Ringo Rango,

Tingo Tango,

I can count by fives.

·  Use these verses for counting in other readiness levels:

o  Dinosaurs have tongues

o  I can count by one’s

o  Dinosaurs have shoes

o  I can count by two’s.

o  Dinosaurs have knees

o  I can count by three’s.

o  Dinosaurs have skins

o  I can count by ten’s.

(If) Differentiated Instruction:
What? Content Process Product

How? Readiness Interest Learning Profile

Why (What prompted you to differentiate in this way)?

The student’s learning style will enhance the process of learning this concept.

Anchor Activities:

Post-Assessment:

Closure: Whole group discussion of activities.