Math Lesson Plan

School of Education
The College of New Jersey
Sara Feigenbaum and Megan Rosko
1.) Topic of the Lesson and Grade Level:
Skip Count On A Hundred Chart, Second Grade
2.) Essential Questions:
In what ways can students evaluate different patterns of numbers?
3.) Content Standards:
a.) Count within 1000; skip-count by 5s, 10s, and 100s.
CCSS.MATH.CONTENT.2.NBT.A.2
b.) Represent and solve problems involving addition and subtraction.
CCSS.MATH.CONTENT.2.OA.A.1
c.) Add and subtract within 20.
CCSS.MATH.CONTENT.2.OA.B.2
Standards for Mathematical Practice:
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look and make use of structure.
8. Look for and express regularity in repeated reasoning
4.) Learning Objectives and Assessments:
Learning Objectives

Assessments

SWBAT demonstrate patterns to skip

count.

An exit ticket will be passed out for

each student to solve individually.
They will finish a sequence that skip
counts by 10 and the teachers will
collect them to assess each students
understanding.

SWBAT identify the missing numbers

in word problems and equations using
addition, subtraction and a 100 chart.

The students will be assigned a

homework worksheet at the end of the
lesson and will be asked to bring back
the assignment the next day. To be
checked.

5.) Materials:
Hundreds Chart
Math Worksheets
Pumpkin Cutouts
Notecards
Pencils
Crayons
6.) Lesson Beginning:
The teachers will pre-make numbered pumpkins to give out to each student at the beginning of
the lesson. The teachers will split the class into two groups and have each group complete the
activity. The teachers will tell the students to line themselves up in the correct order counting by
two, starting with the person who has the number two. Once the students are placed in the
correct order, they will count their numbers aloud so the whole class can hear the pattern. By
doing this, each group will visually be able to see how both groups completed the activity.
7.) Prior Knowledge:
After the students complete the pumpkin activity, the teachers will write the word skip count
on the board and a sequence that will say, 5, 10, 15, 20, 25. The teachers will ask the students if
they notice any pattern within this sequence.
8.) Instructional Plan:
The teachers will begin the lesson by handing out pumpkins with designated numbers on
them. The students will have an opportunity to get into the correct order skip counting by
the number two. The class will do this activity in two groups.
Then, we will write the term skip count on the board, as well as a sequence. The teachers
will ask the students to see if they can recognize any pattern within the sequence and
raise their hands to tell the teacher their answer.
The teachers will hand the students a hundreds chart to help them with the lesson. The
hundred chart will have missing numbers that the students and teachers will fill out
together.
Then, the teachers will ask the students to take out their worksheets from their math
workbook that have already been ripped out and the teachers will split the class into two
groups. Megan will assist the students with one side of the on my own worksheet and
Sara will assist the other half of the students on the other side of the worksheet.
After 5 minutes, the two groups will switch and work on the worksheet that they did not
complete yet.
Students will be asked to come back to their desks and will be handed out a notecard.
They will be asked to write out and complete a sequence that the teachers write on the
board.
After everyone has completed their notecard, the teachers will collect the exit ticket and
remind the students to complete their homework for the following day.

Differentiation:
While working on the worksheets in the two groups the teachers will start off doing the
first problem as a group. After the first one is done, the teacher will closely work with the
students who are having trouble to assist them in using the hundreds chart to complete
the equations. For the students who are on level or above we will let them complete the
worksheet independently and show us when they have completed the worksheet to check
it over. If they finish early, they have two options: they may practice writing a skip
counting problem and give it to a partner to try and solve or color in the hundreds chart
with crayons for more practice.

Questions:
1. Do you recognize any patterns within the sequence?
2. Can you turn to a partner and explain to them what you think skip count means?
3. What patterns do you notice in the hundred chart?

Classroom Management:
Teachers will circulate the room during independent and group work. Students will be given
positive points on class dojo to reward positive behavior. The teachers will instruct students how
they want them to answer the question beforehand, so they know the expectations. Have
students silently raise their hands when they want to answer a question and only call on the
students who are following directions. Warn students once for any inappropriate behavior and if
it continues, have a conversation with the student at the end of the lesson about how that student
can change his/her behavior.
Transitions:
Using the whole brain approach, the teachers will say, class class and the students will answer,
yes, yes when moving from one activity to the next. This will get their attention and the
teachers will be able to explain the next activity. The teachers will also say, mirror and the
students will answer mirror when the teachers want them to repeat after them.

9.) Closure:
One of the teachers will pass out a notecard to each student, while the other teacher is explaining
the directions. The notecard will serve as an exit ticket and will be passed out for each student to
solve individually. They will finish a sequence that skip counts by 10 and the teachers will collect
them to assess each students understanding. The teachers will also remind students to complete
the worksheet for homework.