Name: Lyka M. Necesario Instructor: Mr.

Milani Udal
Course & Year: BEED-III Methodology: Deductive

I. Objectives:
Within the period, the pupils are expected to do the following with at least 75 % level of
performance.
 define skip counting
 practice skip counting by 10s, 50s, and 100s
 interpret skip counting sequence by 10s, 50s, and 100s, forward and backward using a
given starting point

II. Subject Matter:

Counting Numbers by 10s, 50s, and 100s

III. Materials:
Mathematics 2 p.p. 20-21
Counters (Popsicle sticks, straws and etc.)
Pictures
Bell

IV. Procedure:
A. Preparation:
Greet the students and then ask them to seat properly.

B. Motivation:
Game – “Change the Count”
Start counting together from a given starting point. After a short time clap your hands, ring a
bell or use another signal to change the skip counting sequence. Change the sequence several
times.
 C. Lesson Proper:
Skip counting is a method of counting numbers by skipping forward other than 1. It is
often called counting by 2s or by 5s or by 10s or by 100s. To skip count, we keep adding the
same number over and over. You can start at any number. When you count normally like 1, 2, 3,
4, 5, 6 you add 1 to get the next number. To count by 2s, you add 2 to get the next number. Here
are examples of counting by 2s. Look for patterns. Patterns help with skip counting.
32 34 36 38 40
Can you see the pattern? All the numbers are even numbers.
91 93 95 97 99
Can you see the pattern? All the numbers are odd numbers.
Forward Skip Counting
Here, we count the number in the forward direction of a number. It means we skip count
for positive numbers. Suppose we have to count marbles which are in 100s of number. Counting
one-one marble will consume more time. Hence, if we skip count them by any big number such
as 10 or 20, then we can quickly count them.

Backward Skip Counting

The pupils can practice backward counting also, towards negative numbers. Suppose we
want to skip count by -2 then, -2, -4, -6, -8, - 10.
Mathematically, it is possible to do, but in real life, we don’t skip count by negative
numbers. But for the practice you can skip count by -3,-4,-5 or any negative number.

D. Application:
Post a set of pictures and ask the pupils to count each set. Let them write their answers on
a sheet of paper.

1.
30 sticks

2.
40 houses
 3.
150 cookies

50 50 50

4.
100 fishes

50 50

5.

300 apples

100 100

100

E. Generalization:
It is important for the pupils to learn these skip counting numbers so that they will know
how to read and write the numbers. It also really helps with addition, subtraction, multiplication
and division.

F. Evaluation
Count by 10s, 50s, and 100s. Write the missing numbers.

1. 70, 80, 90 ,100, 110 , 120 , 130

2. 140 , 150, 160, 170 , 180 , 190
3. 415, 405 , 395, 385 , 375 , 365 , 355
4. 350, 300, 250 , 200, 150 , 100 , 50
5. 100, 200, 300 , 400 , 500 , 600
V. Assignment
10 20 30 40 50 60 70 80 90 100
110 120 130 140 150 160 170 180 190 200
210 220 230 240 250 260 270 280 290 300
310 320 330 340 350 360 370 380 390 400
410 420 430 440 450 460 470 480 490 500
510 520 530 540 550 560 570 580 590 600
610 620 630 640 650 660 670 680 690 700
710 720 730 740 750 760 770 780 790 800
810 820 830 840 850 860 870 880 890 900
910 920 930 940 950 960 970 980 990 1000

- Circle in red all multiples of 10

- Put a green square around all multiples of 100

- Put a blue triangle around all multiples of 50

Name: Lyka M. Necesario Instructor: Mr. Milani Udal
Course & Year: BEED-III Methodology: Inductive

I. Objectives:
Within the period, the pupils are expected to do the following with at least 75 % level of
performance.
 define skip counting
 practice skip counting by 10s, 50s, and 100s
 interpret skip counting sequence by 10s, 50s, and 100s, forward and backward using a
given starting point

II. Subject Matter:

Counting Numbers by 10s, 50s, and 100s

III. Materials:
Mathematics 2 p.p. 20-21
Counters
Pictures
Bell

IV. Procedure:
G. Preparation:
Greet the students and then ask them to seat properly.

H. Motivation:
Game – “Change the Count”
 Start counting together from a given starting point. After a short time clap your hands, ring a
bell or use another signal to change the skip counting sequence. Change the sequence several
times.
I. Lesson Proper:
Skip counting is a method of counting numbers by skipping forward other than 1. It is
often called counting by 2s or by 5s or by 10s or by 100s. To skip count, we keep adding the
same number over and over. You can start at any number. When you count normally like 1, 2, 3,
4, 5, 6 you add 1 to get the next number. To count by 2s, you add 2 to get the next number. Here
are examples of counting by 2s. Look for patterns. Patterns help with skip counting.
32 34 36 38 40
Can you see the pattern? All the numbers are even numbers.
91 93 95 97 99
Can you see the pattern? All the numbers are odd numbers.
Forward Skip Counting
Here, we count the number in the forward direction of a number. It means we skip count
for positive numbers. Suppose we have to count marbles which are in 100s of number. Counting
one-one marble will consume more time. Hence, if we skip count them by any big number such
as 10 or 20, then we can quickly count them.

Backward Skip Counting

The pupils can practice backward counting also, towards negative numbers. Suppose we
want to skip count by -2 then, -2, -4, -6, -8, - 10.
Mathematically, it is possible to do, but in real life, we don’t skip count by negative
numbers. But for the practice you can skip count by -3,-4,-5 or any negative number.

J. Application:
Post a set of pictures and ask the pupils to count each set. Let them write their answers on
a sheet of paper.

1.

2.
 3.

50 50 50

4.

50 50

5.

100 100

100

K. Generalization:
It is important for the pupils to learn these skip counting numbers so that they will know
how to read and write the numbers. It also really helps with addition, subtraction, multiplication
and division.

L. Evaluation
Count by 10s, 50s, and 100s. Write the missing numbers.
 6. 70, 80, ,100, , ,
7. , 150, 160, , ,
8. 415, , 395, , , , 355
9. 350, 300, , 200, , ,
10. 100, 200, , , ,

V. Assignment
10 20 30 40 50 60 70 80 90 100
110 120 130 140 150 160 170 180 190 200
210 220 230 240 250 260 270 280 290 300
310 320 330 340 350 360 370 380 390 400
410 420 430 440 450 460 470 480 490 500
510 520 530 540 550 560 570 580 590 600
610 620 630 640 650 660 670 680 690 700
710 720 730 740 750 760 770 780 790 800
810 820 830 840 850 860 870 880 890 900
910 920 930 940 950 960 970 980 990 1000

- Circle in red all multiples of 10

- Put a green square around all multiples of 100

- Put a blue triangle around all multiples of 50