STANDARDS BASED LESSON PLAN ELEMENTS

Each section of the lesson needs to be addressed. If you do not include a particular element, you must have a well
reasoned rationale for doing so.
GENERAL PLAN
Academic 2nd Grade Math –Number Sense: Counting by 5, 10, 100 within 1000
Content
Standard/s: Academic Standards:

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

 2.NBT.1 Understand that the three digits of a three-digit number represent amounts of
hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand
the following as special cases:
 2.NBT.3 Read and write numbers to 1000 using base-ten numerals, number names,
and expanded form.

EL Standard:

Part 1: Interacting in meaningful ways

A. Collaborative
1. Exchanging information and ideas with other through oral collaborative
conversations on a range of social and academic topics
B. Interpretative
2. Listening actively to spoken English in a range of social and academic contexts

Lesson/Language
Objectives:  SWBAT count by 1s, 100s, 10s, and 5, within 1000 orally
 SWBAT identify the vocabulary words, skip count, pattern, and numbers 0-1000
 SWBAT identify what the next number is when counting by 1s, 100s, 10s, and 5,
within 1000 orally
 SWBAT create patterns when counting by 1s, 100s, 10s, and 5, within 1000 orally
 SWBAT count by 5s, 10s, and 100s, with 80% accuracy as measured by a post-
assessment

Assessment  Diagnostic:

-The students will be rotating through four stations completing various tasks

 Formative Assessment:

- The teacher will walk around the classroom observing each station asking
questions
- The teacher will ask review questions at the end of the lesson

 Summative Assessment:

- The students will take a post assessment after the lesson

Lesson Summary:  In this lesson students will be practice mental math through various activities.
Students have practiced mental math previously in other lessons. However, my
Master teacher noticed some students still struggling with number sense and mental
math concepts. Therefore, I have created this lesson for students to further develop
those skills. In this lesson, student will work through four stations practicing how to
skip count by 5s, 10, and 100s, and discuss patters to count groups of 100. Students
will first practice these skills with the teacher through direct instruction and a
guided game called, “sparkle” next students will break out into stations for 10
minutes at each station. Finally, students will take a post-assessment of what they
learned throughout the lesson.

Time Allotment 45 min- 1 hour

and Context:

IMPLEMENTATION Directions: Describe the essential elements or steps of your lesson and the instructional
strategies to teach this concept/skill. Be sure to describe transitions from one activity to the next.
Anticipatory
Set/Engagement (5  Anticipatory Set/Engagement:
min)  Students will watch a Flocabulary video introducing them to skip counting
 https://www.flocabulary.com/unit/skip-counting/

 EL Modified: The teacher will walk around listening to conversations.

 EL Modified: Students will work in groups rotating stations
 EL Modified: directions will be read to students and visuals through a Google
slideshow presentation

Modeling (10 min)  Teacher Activities Student Activities

 The teacher will introduce the  The students will

lesson through a flocabulary actively engage in the
video lesson

 The teacher will define the

vocabulary words “pattern” and  The students will
“skip counting” participate in the
“Sparkle” game
 The teacher will demonstrate counting by 5s, 10s,
how to count by 5s, 10s, and and 100s
100s to 1000 while recording
numbers through a Google  The students will
slideshow presentation practice skip counting
with the teacher
 The teacher will discuss the
patterns when counting by 5s,
10s, and 100s

 The teacher will explain that we

can use patterns to count in
 groups of 5s, 10s, and 100s

 The teacher will play the
“sparkle” skip counting game

 The teacher will provide visual

instruction through a Google
Slideshow presentation

 The teacher will review each

center before moving through the
independent practice centers

Check for
Understanding  The students will be rotating through four stations completing tasks through
(during lesson) the four centers
 The teacher will walk around the classroom observing each station asking
questions
 The teacher will ask review questions at the end of the lesson
 The students will take a post assessment after the lesson

Independent  The students will complete practice pages provided for by the teacher
Practice (15 min)  The students will work through the four centers rotating every 10 minutes
 CENTER 1: Complete the 3-piece puzzle: students will complete a puzzle
by matching the order of the numbers and if it is counting by 1s, 5s, 10s, or
100s
 CENTER 2: Students will work to color code a 100s chart. Students will
color code 2s=blue, 3s=green, 5s=red, and 10s=yellow
 CENTER 3: fill in the missing numbers: Students will have different
worksheet to choose from where they have to fill in the missing numbers
counting from 401-1000 or 901 to 1000
 CENTER 4: students will write the missing numbers by skip counting by
5s, 10s, or 100s
 Students will rotate in groups, but work independently and work at each
station for 10 minutes

Closure (1 min)
 Students will come together to complete the post-test assessment
 The teacher will ask, what’s the next number in a patter?
 The teacher will ask, how do we count by 1s/5s/10s/100s?

Student Grouping Due to covid19 protocols, students are only allowed to work with those seated next
to them

 Whole class- students will start off in a whole group setting for the guided
practice, video, and game
 Independent practice-students will work independently while in groups
through rotating centers. Students will work independently during the post-
 assessment
 Small groups –students will sit in groups during rotating centers. Student can
use the people in their group for assistance

Differentiated
Instruction SPED
 Color coding important information
 Kinesthetic through puzzle station
 Visuals throughout the lesson with use of Google slideshow
 Movement through Sparkle game
ELL
 Work with partners
 Visuals throughout the lesson with use of Google slideshow
 Color coding important information
 Directions read to students
GIFTED
 Peer- assistance
 Choice through various worksheets to choose from during station rotation
centers

Materials/Resources Teacher Resources:

 Google Slideshow
Technology/Resources  Doc. Camera
 Computer
 Lesson plan printed out
 Anchor chart

Student Resources:

 Mental math set

 Practice pages
 Puzzles
 Missing numbers chart
 Post-test
 Crayons
 100s chart

Technology:
 Google Slideshow
 Doc. Camera
 Computer
 Google Slideshow presentation