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
Loading resource...

Skip Counting Patterns

Unit 8: Numbers Have Patterns
Lesson 2 of 14

Objective: SWBAT identify patterns in multiples of 2, 5, 10 and 100

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.

  Print Lesson
7 teachers like this lesson
images 1
Similar Lessons
Give Me Five!
1st Grade Math » Counting by Groups
Big Idea: Give me 5! Why do we call it that? Today your students will explore exactly why and determine the number of 5s within a given group.
Waitsfield, VT
Environment: Suburban
Thomas Young
Go Fishing for Doubles
2nd Grade Math » The Mission of Addition
Big Idea: Students play a favorite card game which practices the quick and accurate recall of double facts.
Pepperell, MA
Environment: Rural
Kristen O'Connor
It's As Basic As That
3rd Grade Math » Understanding Multiplication
Big Idea: Students need to master the basic operations. The common core suggests that all four operations are mastered by the end of third grade. This lesson will help determine where to start and what to do next.
Troy, MI
Environment: Suburban
Michelle Marcus
Something went wrong. See details for more info
Nothing to upload