Name: Sarah Hubbard
Grade: 2nd
Date lesson was taught: September 21, 2010
Time: 1:20 p.m. – 2:35 p.m.

Math: Skip Counting with the Hundreds ChartPrior to Teaching
Pre-assessment:
We have been using the hundreds chart in previous lessons and it is apparent by teacher observations, guided practice worksheets, and homework that the students have not accomplished the objectives for this concept. They need more work in identifying the set up of the chart, how to use it, and how to locate various numbers.

Purpose and relevance:
This lesson will help students utilize the hundreds chart when skip counting. It is a useful tool for them to use in mathematics practices and is a helpful manipulative in problem solving with numbers.

VSC:
2nd Grade Mathematics Standard 1.0 Knowledge of Algebra, Patterns, and Functions
Topic A. Patterns and Functions
Indicator 1. Identify, describe, extend, and create numeric patterns
Objective 1. Represent and analyze numeric patterns using skip counting by 2, 5, and 10 starting with any whole number and using whole numbers to 100.
Objective 2. Represent and analyze numeric patterns using skip counting backward by 10s starting with any 2-digit whole number

Objectives:
SWBAT:
· Use the hundreds chart as a tool for skip counting.
· Identify the location of various numbers on the hundreds chart by skip counting.

Post-Assessment:
Formal: I will use the homework as well as the guided practice worksheets to gauge their understanding of skip counting using the hundreds chart and identifying the pattern created.
Informal: I will use observations, student responses to the whole group activity, and verbal discussions on patterns to assess student learning throughout the lesson.

Considerations for Teaching
Instructional Materials:
· Number of the Day work mat
· Hundreds Chart manipulative poster
· Colored paper “stickers” with tape on the back
· Skip Counting on the Hundreds Chart worksheet
· 4 small hundreds charts worksheet
· Crayons
· Homework sheet (skip counting)

Teacher Preparation and Resources:
For this lesson, I had to prepare all of the practice worksheets for guided practice. I went online and found a website that allows you to create various types of hundreds charts. I used this website to create the page with the four miniature hundreds charts. Also for this lesson I had to cut tiny paper squares to place over the hundreds chart manipulative for the “sticker” activity.

Media and Technology:
I will be using the document camera to project the warm-up as well as the guided practice worksheets.

Multicultural Considerations:
This lesson incorporates a different method that will help students understand skip counting, look at patterns, and estimate outcomes based on patterns. Prior to this lesson, students used number lines to skip count. This lesson gives them a different perspective to help them see how skip counting fits into our unit on patterns.

Differentiation:
This lesson is presented in the “I do, we do, you do” model of teaching. This model proves most effective in this math classroom because the student range of abilities is spread amongst high on, low on, and below grade level students. These students learn best through seeing what they are expected to do through teacher demonstrations, being guided through an activity as a class, and then practicing the content on their own. I have included some manipulatives, like the hundreds chart, for the students that learn best with visuals as well as lots of hands-on coloring and placement activities for students that like to use objects to learn.

Adaptations for Students with Special Needs:
There are two students in the class who have an IEP and need more assistance with directions. During math, the special education teacher comes into the class to work with them. She helps explain directions, assists them in using manipulatives, and pulls them aside to work with her during guided practice so that she can assist them one-on-one.

During Teaching
Warm-Up and Motivation:
1.) In order to enter the classroom, I will be standing at the door with a white board. Students must give me the next number in our skip counting sequence. For example, I will write “2” on the board and the first student must give me the next number skip counting by 2s (4). The next student in line would say, “6” and so on until all students have given me a correct answer. If they answer incorrectly, they must go to the back of the line to try again.
2.) When students are all in the classroom, I will remind them to turn in their homework and clear off their desk with just a pencil for the warm-up.
3.) I will pass out the “Number of the Day” worksheet on their desks. I will explain the directions saying that I will give them a number (13). They will write that number in the center. They must then tell me what number comes before (12) and after (14) that number. Then, they must make triangles at the bottom of the paper to show the number of the day
a. I will set the timer for 5 minutes. When the timer goes off, we will check the warm-up together having student volunteers come to the document camera and show us their work for each section of the worksheet.

Whole Group Instruction:
4.) I will tell students that we are going to continue to use the hundreds chart to skip count today.
5.) I will call their attention to the hundreds chart manipulative on the board. I will place a colored sticker (a colored piece of paper with tape on the back) on the “5”. I will ask students to volunteer to tell me where the next sticker goes on the chart if I am skip counting by 5s. I will place the sticker on “10”.
6.) I will call on students who are exhibiting positive behavior to come and place 8 more stickers on the chart to continue our skip counting by 5s. When students have placed the stickers all the way to “50” I will ask them if they see a pattern. What is that pattern? (It is making two rows down the chart. One row is with the 5s in the ones and the second row is with the 0s in the ones).
7.) I will remove the stickers and tell the students that they are going to practice this concept now with a worksheet for guided practice.

Independent Guided Practice:
8.) I will pass out the “Skip Counting on the Hundred Chart” worksheet. I will project the worksheet up onto the screen so we can do this worksheet together. I will model the directions (skip counting by ten) by shading in with a crayon the 10s on my worksheet. I will ask the students if they see the pattern.
9.) I will model the first problem with the students and have them call out the skip counting by 5s numbers. I will ask them to tell me the pattern in this count and what all the numbers end with.
10.) I will have students complete the worksheet on their own. I will allow for 7 minutes for them to complete the remaining parts and then we will go over it all together.
11.) I will pass out the 4 hundreds charts worksheets. I will model with them the first one (skip count by 2s). When I get halfway down the chart I will stop and have them finish it. I will walk around to see that students are following directions.
12.) I will ask students how I will use the hundreds chart to do #2 (skip count by 3s). I will ask them to start at 3. I will have students say the first 3 numbers and then I will let them complete the coloring on their own.
13.) For #3, I will have them skip count by 6s but starting with 31. I will model how to do the first 3 and then I will let them finish coloring in the numbers on their own.
14.) Finally, I will have them skip count by 4s on the last hundreds chart starting with 29.
15.) I will circulate around the room helping students that need it.

HOMEWORK: hundreds chart activity.

After Teaching
Analysis:
This lesson had to be adapted in the middle of instruction based on student reception of the materials and their responses. The students did an excellent job with the warm-up. They were able to complete their “Number of the Day” mats independently in the time allotted for the warm-up. As well, the volunteers that I called to skip count on the hundreds chart poster were also able to put the correct stickers where they needed to be without any guidance from me. However, a problem arose when the students were to complete the guided practice worksheets on their own. We did the first few problems on the skip counting worksheet as a class but when they were to complete the second half on their own, the students were not able to successfully complete it without strong assistance from me, the classroom teacher, or the special education teacher. For an activity that I anticipated would take only five to ten minutes for three problems, it took us ten to twenty minutes to complete the entire worksheet. At this point, I decided it was best to change my plans for the remaining class time and break into groups based on observations of who needed assistance with completion and who was able to complete the first worksheet independently. The groups seemed to help focus attention on the students and assist them in understanding the concepts. Each student was then able to successfully complete the four hundreds chart worksheet in groups.

Reflection:
Going into this lesson, I knew that the students had trouble using the hundreds chart to skip count, find patterns, and locate numbers. I planned this lesson to follow the “I do, we do, you do” model of teaching. I knew from past experiences that the students worked best with this modeling strategy. After I model the activity, the students are usually able to catch on and complete guided practice and independent practice on their own. I wanted this lesson to reinforce what the students were learning about patterns and tie it into the hundreds chart. The students did great with the whole group activity using the hundreds chart manipulative but when they had to apply that same concept and process to their worksheets most students just could not transfer that knowledge over.
When I saw that most students were struggling with the guided practice worksheet, I started noting on a sticky note the students who were completing it independently, “I”, and those who completed it with assistance from a teacher, “W”. I decided at that point to adjust instruction and break into two smaller groups. I knew that if students were struggling with a guided worksheet that there was no way they would be able to successfully complete the independent assignment with the miniature hundreds charts. What I did instead was I broke the class into three groups. One group was the students who I noted with an “I”. This group went with the classroom teacher to work as a group to complete the miniature hundreds charts. The second group was the students who I noted with a “W”. These students met with me so that I could give them more focused guidance and work one-on-one with the few that needed to work out the process of identifying patterns and skip counting. The last group was the two students who have an IEP. They met with the special educator to work with her.
Once we broke into groups, I saw a huge improvement on student comprehension. The group I worked with used a hundreds chart manipulative similar to the poster but smaller. We used a dry erase marker to mark our skip counting as a group. The students used crayons to mark their individual charts on the papers in front of them. Once we got halfway through a pattern, the students in my group were to finish skip counting on their own with their own charts. I observed student progress and I asked the struggling ones questions to guide their thinking and finding of the next number. With assistance, my group was able to complete the activity and after guiding them through the first two miniature charts, some of them were able to complete the last two on their own.
This lesson was a good learning experience for me as a teacher. I know that not every lesson I plan will end with the results I want. It is part of being a good teacher to be able to recognize when the students need a different activity or instruction than what is planned. I could tell that the students were struggling to grasp the concepts so I needed a new plan. By working in small groups I was able to isolate the students who needed assistance, and give them that assistance and the students who could move on independently.
I will be planning an activity for tomorrow’s lesson that will review today’s lesson and let me know who still needs that extra support. I will also be looking over their homework tomorrow to see how they were able to proceed with the concepts after today’s small group focus.



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