Reflection: Diverse Entry Points Skip Counting Patterns - Section 3: Independent Practice with Patterns

I am aware that students are always at diverse entry points in any lesson that we do. Many of the children are secure counting forwards and backwards by 2,5 and 10 within 1,000. I also know that some children still have trouble with the idea of skip counting. They can skip count if they have a visual in front of them to refer to, but without it, they have trouble skipping any numbers, especially going backwards.

I have allowed for differentiation by providing options for beginning points for the game board itself. I also model how to create the game board by drawing and beginning to fill in my own. I do not finish filling it in because I know some students will just copy mine and not try to figure out how to write the numbers on their own. BY providing a partial model, I am giving students support without doing all of the work for them.

When I partner students up to play the place value game, I purposely match a child who is stronger with this concept, with a child who may be struggling. The reason for this is when the struggling child can only ask, "is it bigger.. is it smaller" the child who understands can help them rephrase the question to be a place value question. The child who understands can also say things like, do you want to know if it has a 2 in the ten's place? Both children will benefit from strengthening their own understanding of place value and patterns by working together.

As I circulate around, I am looking for proficiency with the skip counting and place value skills that underlie Common Core expectations in second grade.

Using Place Value Understanding
Diverse Entry Points: Using Place Value Understanding

Skip Counting Patterns

Unit 8: Numbers Have Patterns
Lesson 2 of 14

Big Idea: Are there repeating patterns in number counting? Recording skip counts may help reveal patterns that can be used in solving later math problems.

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85 minutes

Beth McKenna

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