Salem Lesson Plan Format

Andrea Packer

GRADE/CLASS: 2nd grade

UNIT TOPIC: Number Patterns
Desired learning outcome(s):

Second Grade students count within 1,000. Thus, students count on from any number
and say the next few numbers that come afterwards.
Second grade students also begin to work towards multiplication concepts as they skip
count by 5s, by 10s, and by 100s. Although skip counting is not yet true multiplication
because students dont keep track of the number of groups they have counted, they can
explain that when they count by 2s, 5s, and 10s they are counting groups of items with
that amount in each group.
As teachers build on students work with skip counting by 10s in Kindergarten, they
explore and discuss with students the patterns of numbers when they skip count. For
example, while using a 100s board or number line, students learn that the ones digit
alternates between 5 and 0 when skip counting by 5s. When students skip count by 100s,
they learn that the hundreds digit is the only digit that changes and that it increases by
one number.

Essential question(s) from learning objective(s):

What is a pattern and what does it mean to skip count?

Common Core/NC Essential Standard(s):

2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s

Learner prior knowledge/learner background experiences:

Upon speaking with the teacher, she challenged me to review any of math standards. The
children have prior schema to all math standards in the 2nd grade.

Materials and resources needed:

Smartboard to show videos/presentation

Math Journals

Hundreds charts

Timer

Whiteboards and whiteboard markers

Teaching strategies:
Differentiation strategies should be infused throughout. Differentiate for content,
product, and process.

Introductory strategies
o This lesson will begin with a quick introduction of who I am. I will then ask the
children to quickly go through their names (this will be the first lesson I will be
teaching). I will then ask the question, Have you ever seen any patterns in
nature?
Engage
o I will introduce the lesson by brainstorming about the different places in the world
that you can see patterns. The children will then be given 3 minutes (timer) to
write as many places that they have seen patterns in the world. After the 3 minutes
are done, I will show them this gallery of photos:
http://kids.nationalgeographic.com/kids/photos/gallery/patterns-innature/#/cantaloupe-close_19968_600x450.jpg. We will review the photos and
talk about the patterns. We will also go over the definition of a pattern. I will then
ask them if they remember finding patterns in numbers.

Main instructional strategies

Explore
o Each child will have a white board on which to write their answer. They will also
have a hundreds chart in front of them so they can use it as a tool to answer the

questions. I will then have several patterns such as: 40, 45, 50, ___ on this Prezi
presentation which I will use with my entire lesson http://prezi.com/3tiqvxxnrgvm/?
utm_campaign=share&utm_medium=copy&rc=ex0share
Explain

After they have skip counted, I will then ask them to turn-pair-share. They
will go through the problems on the board discussing how many numbers
were skipped to make up the patterns for each pattern sentence. After about 5
minutes, I will then ask a representative from each group to come to the board
and write the pattern number beside each pattern sentence. We will do the first
one together for an example.

Elaborate
o We will then watch the humorous video of a detective looking for clues using
pattern analysis. http://www.youtube.com/watch?v=ERBcXh61QHE&list=PLPT4lbplP2Pu1YPW7RUeZoz5EvYUF4FN
o To conclude the lesson, we will play the number patterns game with the entire
class - http://www.adaptedmind.com/p.php?tagId=193 (The first child to clap his
hands gets to answer.)

Concluding strategies
Evaluate:

o The children will then be asked to pull out their math journals and answer the
essential question (What is a pattern and what does it mean to skip count?) as well
as write one numbered pattern sentence repeated by 5s.

Assessment (utilize a blend of traditional and performance assessments):

Begin with a brief pre-assessment of prior knowledge by brainstorming.

During the activity, the children will be able to grasp the concepts through guided
questions.

End with a formal assessment where the children will answer the Essential Question in
their math journals.

Rubric for Math Journal

1
No complete sentences; No
picture diagrams; No
examples

2
One sentence explanation; no
or not sufficient picture
diagram

3
Two or more complete
sentences to explain answer; a
picture or diagram to further
prove answer

EC Accommodations/modifications to strategies or assessments: