Basic Productivity Tools (BPT)

Lesson Idea Name: Let’s Skip!

Content Area: Math

Grade Level(s): 2nd Grade

Content Standard Addressed: MGSE2.NBT.2 Count within 1000; skip-count by 5s, 10s, and 100s.

Technology Standard Addressed: 3c. Students curate information from digital resources using a
variety of tools and methods to create collections of artifacts that demonstrate meaningful
connections or conclusions.

Selected Technology Tool: Excel

URL(s) to support the lesson (if applicable):

Bloom’s Taxonomy Level(s):

X Remembering X Understanding X Applying X Analyzing ☐ Evaluating ☐
Creating

Levels of Technology Integration: 


X Infusion Level: Students may work at a higher Bloom’s Level, but they do not have any “Voice
or Choice” during the activity and most of the decisions are made by the teacher.

☐ Integration Level: We would like to see ALL lessons/activities reach this level. The project is
student-driven. Students have “Voice and Choice” in the activities, selecting the topic of study
and determining the technology tool to demonstrate mastery of the standard. The teacher
becomes more of a facilitator.
☐ Expansion Level: The projects created are shared outside of the classroom, publishing student
work and promoting authorship. This could be reached by showcasing the project on the
school’s morning newscast, posting the project to the classroom blog, or publishing via an
outside source.

Universal Design for Learning (UDL): This lesson provides multiple means of engagement by
heightening salience of goals and objectives. This lesson provides multiple means of representation
by offering ways of customizing the display of information, offering alternatives for visual
information, and highlighting patterns. This lesson provides multiple means of Action and
Expression by optimizing access to tools and assistive technology, using multiple tools for
construction and composition.

SBooker, 2020
 Basic Productivity Tools (BPT)
Lesson idea implementation:
As we finish going over the standard, my students will be getting on their computers to complete
the “Let’s Skip!” excel spreadsheet that I created. I will walk around the room and make myself
available for any questions that my students may have. I will introduce the activity by asking my
students who knows how to skip? I will allow them to discuss for a few moments and then explain
that we will be doing virtual skipping as well as physical jumping. I will tell my students that they
will be completing the “Let’s Skip!” Spreadsheet that I have sent them on their computers. Once
everyone is finished with their spreadsheet and have sent it back to me to be checked and
corrected, I will have my students and I go to the nearest sidewalk to out classroom and have a
chalk drawn area similar to the spreadsheet where they will have to physically skip and call out the
next number to be able to skip to the next space.
The lesson should take about 30-45 minutes total, inside and out. I will assess my students
learning by their finished spreadsheet and their fluency during the outside skipping portion. I will
use the spreadsheet and outside skipping activity as a guide for how to further my instruction. If
my student show signs of distress or confusion, I will continue to teach them about skip counting
and if they show success with the activities, we will move on to a different lesson. I could extend
students’ learning to higher level by changing the numbers on the side (0,1,2,3,….) to numbers that
are larger and not in order (8, 13, 17, 19,…) I will conclude the lesson by asking my students if any
of them could explain their process or any patterns they noticed. I will provide feedback to my
students immediately when they send me their spreadsheet to be checked.
Reflective Practice: After designing this lesson, I feel my activity impacts students learning
because it requires them to activate their background knowledge of skip counting and be able to
fill in the blanks on the Let’s Skip! page. This lesson also requires that students apply their
understanding of skip counting to the graph/chart so they are able to successfully fill in the blanks.
To extend this lesson, I could have my students write or type a summary of the process they took
to complete the lesson. I could implement Word to this lesson so that my students could type their
process.

SBooker, 2020