Instructor: Mandy Jayne Stanley Lesson Title: Counting by Fives in the Beehive Curriculum Area: Math Standards Connection:

Grade Level: 3rd Grade Date: Fall 2013 Estimated Time: 30 minutes

ALEX 2nd Grade Math Standard: 6. [2.NBT.2] Count within 1000; skip-count by 5s, 10s, and 100s. IEP Goal: The students must be able to count in sequence by fives (this will help the students be able to tell time, which is another IEP goal). Learning Objective: When given the Counting by Fives Beehive worksheet, the students will accurately count to 40 by fives with 100% accuracy, according to the Counting by Fives Beehive teachers answer key. Kid Friendly Objective: The students will correctly count by fives to 40. Evaluation of Learning Objective: In order to assess the students ability to count by fives in sequence to forty, the students must accurately count to forty by fives by completing the Counting by Fives Beehive worksheet. This assessment will be graded by using the Counting by Fives Beehive teachers answer key. In order to help guide the students, the worksheet will have three numbers written in some of the blanks. These numbers will help keep the students on task by giving them a reference, as well as help them to see how to skip-count when given certain numbers. In order to receive a 100 on this assessment, the students must accurately write the remaining five numbers in the correct order. Each number that the students must write on their own will be worth two points, which will make the assessment worth ten points in all. The students must accurately write at least three (3) numbers in the correct order to pass this assessment. Failure to pass this assessment will result in the students having to relearn this skill in a smaller group setting. Engagement: In order to engage the students in this lesson, the teacher will ask the students to form a circle around the mini trampoline that is in the classroom. Once the students have quietly formed a circle around the trampoline, the teacher will ask the students to each take a turn jumping on the trampoline while counting to forty by ones. Okay, boys and girls! I want everyone to get out of your seats and walk with me over to the trampoline. We need to get the blood pumping to our brains in order to get ready for todays lesson. We are not just going to jump for fun, this time. Today, I want each of you to take a turn jumping on the trampoline while counting to forty by ones. How many of you think that you might get tired while doing this? Forty is kind of a big number, isnt it? The teacher will wait for the students responses. Now, I want Student A to go first, then Student M, and then I want Student AH to go last. The teacher will wait for the student to get on the trampoline. Okay, boys and girls! Lets help him count to forty while he jumps. Are you ready? Lets go! One, two, three, four, five, six, The teacher will continue to count to forty with the students. Good job, Student A! Now, Student M, it is your turn. The

teacher will wait for the student to get on the trampoline. Are you all ready to help him count to forty while he jumps? Lets go! One, two, three, four, five, six The teacher will continue to count to forty with the students. Good job! Now, its Student AHs turn! Are you ready? Lets go! One, two, three, four, five The teacher will continue to count to forty with the students. Wow! You all sure do have more energy than I do. I would have gotten really tired had I tried to count to forty by ones while jumping. Do any of you know a way that would have helped us count to forty by doing fewer jumps? The teacher will wait for the students responses. All of those are great answer. Do you all want to know what I would have done to get to forty faster? I would have skip-counted by fives to get to forty. Let me show you how much quicker that would be. The teacher will get on the trampoline and will jump until she skip-counts to forty by fives. Now, that was a lot faster, wasnt it? Why? The teacher will wait for the students responses. I want you all to hold those thoughts in your head as we walk back to the table and get ready for todays lesson. The teacher and the students will walk back to the table to begin the days lesson. Design for Learning:

I.

Teaching:

In order to teach the students how to skip-count by fives, the teacher will use a laminated number line. The number line will be laminated so that the teacher can continuously use it by writing on it with a dryerase marker. The teacher will pick up her copy of the laminated number line in order to begin the teaching portion of the lesson. Boys and girls, do any of you know what this is? The teacher will wait for the students responses. If the students do not respond, the teacher will ask each individual student. This is a number line. Does anyone know what it is used for? The teacher will wait for the students responses. If the students do not respond, the teacher will ask each individual student. Number lines are used for lots of things, but today, we are going to use them to help us skip-count to five. As you see, I have the number zero at this end of the number line, and forty and the other end of the number line. Each of the little tick marks is used to help me count by ones. Lets count to forty by counting each of the tick marks on the number line. Are you ready? Lets count! One, two, three, four, The teacher will count to forty with the students. Okay, now we know that each tick mark represents one number. Today, we are going to learn how to count by fives. This means that we are going to learn how to skip-count by adding five to each number. Can you all hold up both of your hands and count to ten for me? The teacher will watch the students count to ten on their fingers. Class, who can tell me how many fingers we have on each hand without counting each finger individually? The teacher will wait for the students responses. If the students do not respond, the teacher will ask each individual student. Exactly! We have five fingers on each hand. And what does five plus five equal? The teacher will wait for the students responses. If the students do not respond, the teacher will ask each individual student. Good job! Five plus five equals ten! Now, if I wanted to skip from ten to fifteen, how many tick marks would I have to count? Lets count them together. The teacher will count from ten to fifteen with the students. Good! It would be five. The teacher will draw an arrow from ten to fifteen and will write a five under it. Ten plus five equals fifteen.

Okay, now we see that there are five between five and ten and five more between ten and fifteen. Boys and girls, what number would I land on if I were to add five more to fifteen? The teacher will wait for the students to answer. Lets see if you all are right. Fifteen, sixteen, seventeen, eighteen, nineteen,twenty! Now, Im going to write down all of these numbers: five, ten, fifteen, twenty. The teacher will write each of the numbers down. How much is between five and ten, boys and girls? The teacher will wait for the students to answer. If the students do not respond, the teacher will ask each individual student. Yes! There are five numbers between five and ten. How much is between ten and fifteen? The teacher will wait for the students responses. Good job! Its just like five and ten! There are five between ten and fifteen. So, if there are five between five and ten and five between ten and fifteen, how much is there in between fifteen and twenty? The teacher will wait for the students to answer. Yes! There are five between fifteen and twenty. Does anyone notice a pattern going on here? If the students do not respond, the teacher will ask each individual student. Hmmm that sure is something to think about, huh? The teacher will point to the number line as she explains this: Five plus five equals ten, ten plus five equals fifteen, and fifteen plus five equals twenty! Now we are counting by fives! What do you think the next number will be if we continue to count by fives? The teacher will wait for the students responses. I think that the mystery number is going to be twenty-five. Lets use our number line and see. The teacher will count from twenty to twenty-five by counting the tick marks in between the two numbers. I want you all to hold up a finger as I count from twenty to twenty-five, and lets see if it is going to be five! The teacher will count from twenty to twenty-five. Wow! There are five tick marks between twenty and twenty-five! Lets add twenty-five to our list. The teacher will write it down. Boys and girls, guess what? You all have just learned how to skip-count by fives starting at five and ending with twenty-five! Lets count by fives together: five, ten, fifteen, twenty, twenty-five! Yay! Give yourselves a pat on the back! The teacher will give herself and her students a pat on the back. Okay, boys and girls. I want each of you to take a turn counting from five to twenty-five by fives. The teacher will ask each individual student to count by fives to twenty-five. Good job, boys and girls! So, based on what we have learned so far, what do you think our next number is going to be? If we add five to twenty-five, what will our mystery number be? The teacher will wait for the students responses. If the students do not respond, the teacher will ask each individual student. Those are all good guesses! Lets see what our new mystery number is going to be. Help me add five more to twenty-five! The teacher will count from twenty-five to thirty. Thirty! The mystery number is thirty! So there are five numbers in between twenty-five and thirty. Lets add thirty to our list. The teacher will add thirty to the list of numbers. Okay, now I want you all to count from five to thirty by fives. Do you all think you can do it? I think you can! Ready? Begin. The teacher will count from five to thirty with the students. Good job, boys and girls! Give your neighbor a high five! The teacher will wait for the students to give their neighbor a high five. Okay, now, what is five more than thirty? The teacher will wait for the students responses. Yes! Its thrity-five! So, lets add thirty-five to our list. The teacher will add thirty-five to the list of numbers. Now, Im going to cover up our number line and our list. The teacher will turn the laminated number line over. Based on what we have learned, such as adding five to each number in order to skip-count by fives, what number do you think is going to come after thirty-five if we skip-count by fives? The teacher will wait for the students responses. If the students do not respond, the teacher will ask each individual student. Those are all great answerslets see if you are right. Lets use our fingers to see

what number is five plus thirty-five. The teacher and the students will use their fingers to add five to thirty-five to get forty. Forty! The answer is forty! So, lets count by fives from five to forty. Five, ten, fifteen, twenty, twenty-five, thirty, thirty-five, forty. So, in order to skip-count by fives, we simply add five more to the original number. Now, lets see if you all can do this by yourselves.

II.

Opportunity for Practice:

In order to give the students an opportunity to practice counting by fives, the teacher will give each of the students a laminated blank number line. The teacher will ask the students to count to different numbers by fives by using the number line as an aide. Once the teacher feels that the students have mastered this skill, the teacher will assess the students. The teacher will pick up the students copies of the laminated number lines and will pass them out. Boys and girls, I am going to call out a number, and I want you to skip-count by fives and tell me what number will come next. Do you all think you can do that for me? The teacher will wait for the students responses. Lets do one or two together. If I were to call out five, which number would come next if I were skip-counting? The teacher will wait for the students responses. Thats right! The next number would be ten. Lets try another one. The number is ten, which number would come next? The teacher will wait for the students responses. If the students do not respond, the teacher will ask each individual student. Good job, boys and girls! The next number would be fifteen. The teacher would continue to call out various numbers. Once she feels that the students have mastered this skill, she will pass out the assessment.

III.

Assessment:

In order to assess the students knowledge on how to count to forty by fives, the teacher will give the students the Counting by Fives Beehive worksheet. The students must accurately skip -count to forty by fives by filling in the blanks on the worksheet. Three numbers will already be given to the students on the worksheet, but they must accurately fill in the remaining five blanks in order to receive a 100. Each answer is worth two points each, with a total of ten possible points. The teacher will use an answer key to grade this assessment. The teacher will pick up the stack of Counting by Fives Beehive assessment and will pass them out to each of the students. Boys and girls, I want each of you to write your name at the top of this worksheet. The teacher will wait for the students to do so. If the students do not respond, the teacher will ask each individual student. Now, I want all eyes on me while I give out the instructions. The teacher will wait for the students to look at her. Okay, I want all of you to show me how well you can skip-count by fives. I want you to write the correct numbers in the blanks in the correct order, starting with five and ending with forty. Some of the numbers are already written out for you, so you wont have to fill those in. When you are finished, bring it to me so that we can check your answers together. Do you all have any questions? The teacher will wait for the students responses. Okay! Now, everyone pick up your pencils, and lets get started. If you get confused, just quietly raise your hand and ask me. You can begin. The

teacher will monitor the students while they complete this task. Once all of the students have turned in their assessments, the teacher will wrap-up the lesson.

IV.

Closure:

In order to bring the lesson to a close, the teacher will have the students return to the trampoline to skipcount to forty by fives. This will allow the students to display their knowledge in a more exciting way, as well as allow the teacher to reinforce and informally assess their newly learned skill. Okay, boys and girls! Lets wrap-up todays lesson by returning to the trampoline. The teacher and the students will form a circle around the trampoline. Once the students are quiet and situated, the teacher will say, Boys and girls, who can remind me of what we learned about, today? The teacher will wait for the students responses. Thats correct! Today, we learned how to count to forty by fives. So, I want to see if you all can count to forty while jumping on the trampoline, again, but this time, I want you to skip-count by fives. Student M, do you want to go first? The teacher will listen to the student skip-count to forty. Once he is finished, the teacher will ask Students M and AH to do the same. Good job, boys and girls! I am so proud of how well you all skip-counted today! Now, lets line up at the door so that I can take you all back to your classrooms. Differentiation Strategies: Re-Teaching: If the students fail to pass this assessment, the teacher will re-teach this lesson to the students one-on-one by teaching them how to simply alternate adding a zero or a five in the ones place after increasing by ten in the tens place. The teacher will do this by using the The Power of Five worksheet. Once the students recognize this pattern, the teacher will strive to reinforce this method by explaining why the alternating method works due to the fact that the students are adding five ones in the ones place. Modifications/Accommodations: Student AH: This student struggles with writing legibly due to poor fine motor skills. The teacher will have this student write with her special pencil in order to help her manage her penmanship. Whole Group: The students in this group tend to stay focused and respond better to questions that are asked to each of them individually. So, the teacher will ask each student each question individually if the students seem to not be able to stay on task or respond to questions that are asked to the whole group.

Materials and Resources: Counting by Fives Beehive worksheet (6 copies) Counting by Fives Beehive teachers key (1 copy) The Power of Five worksheet (Re-Teaching Strategy) Laminated Number Lines (8) Pencils 8 dry-erase markers

Mini trampoline iPad (video camera)

Reflection: Mrs. Chiless Responses: This lesson did not go as planned due to my students lack of attention, but Mrs. Chiles gave me lots of amazing pointers that encouraged me to keep working hard and to keep learning from each experience. Mrs. Chiles expressed that she felt that I was very prepared, had lots of modifications available that I was able to implement on the spot once I realized that the students were not retaining the information, and that despite the fact that I was frustrated with the fact that the students were not focusing and were not seeming to retain the information, I did not let the students know. One suggestion that Mrs. Chiles made that I could easily implement to improve this lesson is to include technology as an instructional strategy for this lesson. Children are very interested in technology, so maybe the next time I try to review this concept with the students, I could use technology as an aid. She also suggested that if I have another group of students who tend to work best one-on-one that maybe I could have three different activities for the students to work on separately so that I can help them stay on task.

Personal Reflection: Although I was disappointed that this lesson did not go as well as planned, I have decided not to allow one lesson to discourage me or make me question my capabilities as a teacher. I have had a great time at Rocky Ridge Elementary School, and excluding this lesson, I feel as though everything else has gone exceedingly well! The students had an off day, today, and they were extremely energetic and struggled to stay on task. This resulted in the lesson pretty much falling apart in front of my supervisor. I tried to use a number line to help the students understand skip-counting, but I think it distracted them more than it helped them. Thankfully, I had more than one re-teaching strategy available to use during the lesson, so even though the first strategy was not successful, the others were a little bit more successful. Once one of my students realized that her behavior was causing the lesson to go awry, she sincerely apologized after the lesson. Honestly, I was not even mad at my students. They were just being themselves. It just so happened that the one lesson that they were the most off-task on was the one lesson that my supervisor had to observe. That is just the way that life is, sometimes. If I have a group of students like this one the next time I teach this lesson, I am going to break it up into more than one lesson, have hands-on manipulatives, and I will also utilize technology. No, this lesson did not go as well as I had hoped it would, despite all of my preparation, but I am just going to take it as a learning opportunity and move on. Assessment Data: Because I had to use the assessment as another re-teaching strategy, I was unable to collect any data. I did, however, formatively assess the students throughout the lesson and at the end of the lesson. Student A & Student M were able to complete the assessment with 100% accuracy with lots of assistance and prompting, but I still believe that they need help understanding this concept. I will re-teach this lesson. Student AH was removed from the group by Mrs. Cranford