Name: Amanda Boren Grade/Subject: ECSE Date: 01/04/2024

1. Texas Essential Knowledge and Skills (TEKS): (C2)

1.5(B) skip count by twos, fives, and tens to determine the total number of objects up to 120 in a set

2. Deconstructing/Unpacking the TEKS: (C2) What students will know and be able to do

Skip count by 2 up to 120

skip count by 5 up to 120
skip count by 10 up to 120

3. SMART By the end of the lesson, using a 10 frame and manipulatives, the student will independently rote count
Objective(s): (C3) and represent multiples of 10 up to 120 with 85% accuracy.

What patterns can be applied to assist with counting by 10s?

Essential Question:

4. Central Focus Central Focus: The purpose of this lesson plan is to build on students’ knowledge of counting.
(C4) Students will learn to skip count by 2s, 5s, and 10s. We will be focusing on counting by 10s
How will this lesson link first, then 5s and lastly 2s. This lesson will be the foundation for additional skip counting
with other lessons in the lessons and eventually translate to understanding place value and money management skills.
unit?
Learning Targets: I can count by 10s to 120.
Learning Targets
I CAN statements that
Clearly show alignment
with TEKS
5. Academic Language
(C5) Language Function (an active verb that students will use to demonstrate their learning in the
assessments; some examples are- explain, describe, predict, summarize, compare, evaluate, interpret,
justify):
Academic language
represents the language Skip count
of the discipline that
students need to learn and
use to engage in the Vocabulary (words, phrases, and/or symbols that are used within disciplines):
content area in
meaningful ways. Count, skip count, count by, tens, place value, ten frame.

There are 4 language

demands to consider as
you require students to
read, write, speak, listen,
demonstrate and perform.
Discourse (Structures of written and oral language, how will they talk, write, and participate in
knowledge construction: discussions, reports, essays, multi-media presentations, performance):
Organize manipulatives utilizing a ten frame, using multiple ten frames to represent 10s, writing
numbers, count out loud by 10s, fill in the blank

Syntax (The set of conventions for organizing symbols, words, and phrases together into structures, e.g.,
graphic organizers, formulas, charts, language rules, outlines, graphs, tables):

Use a ten frame to represent 10, 100s charts that goes to 120
6. Targeted Language Language Function (How will you help them demonstrate the DO verb?)
Supports (C5)
The resources, Teaching students to count out loud by 10s and identify tens on a hundreds chart
representations, and
strategies you will Vocabulary Strategies - (GO TO Page)
provide to help students 1. repetitive exposure
understand, use, and
practice the concepts and
language they need to 2. learning vocabulary words before the lesson
learn within the
discipline

Site the researcher’s Discourse strategies - (GO TO Page)

name as you refer to the -Write: scaffolding (start with fill in the blank, to fill in multiple blanks, to write out
strategy. independently)

-Talk: rehearsal and memorization

Syntax - (GO TO Page)

1. Repetitive exposure to words

2. Indirect learning of vocabulary, for example, using vocabulary words in numerous different
contexts

Making Content Comprehensible (R9)

Review key vocabulary prior to the lesson. Repeat the vocabulary throughout the lesson so that
it becomes automatic.

7. Assessment/ Assessment of your TEK

Evaluation (C6) Formative:
Assessment(s) must be Student will represent 60 using ten frames (multiple choice questions or drawing)
aligned to the TEKS, Student will count to 60 by 10s out loud. (Round Robin style)
and objectives. Student will locate the 10s column on 100s chart that goes to 120 (highlight)

Summative:
Student will represent 120 using ten frames (multiple choice, matching, and/or drawing)
Student will count to 120 by 10s out loud. (Round Robin)
Students will identify a pattern for counting 10s (all numbers end in 0)- short answer

Assessment of your language demands:

Formative:
Students will demonstrate appropriate use of a ten frames when told to show a set number (10-
120) using manipulatives or drawing.
 Students will count out to loud to a number by 10s when prompted to skip count by 10 or count
by 10s.

Summative:
Student will select a multiple-choice answer that shows the place value of 10s and how this
relates to skip counting.
Student will be able to identify the 10s column on 100s chart.
Students will be able to fill in the blank for missing 10s.

8. Hook (C7) Hook activity (make connections to prior learning)

Play a spin- off on hot potato- students will count out loud and pass the ball around. Students
will be told to remember their numbers if they are the “hot potato.” Every tenth student will be
Closure (C7) the hot potato. At the end of the game, students will write their numbers on the board which will
lead into discussion of patterns and continue the lesson.

Closure Activity: (make connections to prior learning)

Student Assets (C7) For closure, students will be given an index card and write out a number line that demonstrates
counting by 10s.

Personal assets: relate to money

Cultural assets: none
Community assets: relate to money, time
9. Body of Lesson/
Teaching Strategies and I DO –
Learning Task(s) Use a ten frame and explain its purpose, put manipulatives on the ten frame to help with
(C9) counting, demonstrate how this method of organization can assist with counting objects

Be sure to include: Draw a number line to show how to “skip count” by skipping over numbers, count out
How will students learn loud so students can become familiar with counting by 10
and use academic
language?

Three higher order WE DO –

thinking questions. Students will each have several ten frames that they will use to organize a given number of
manipulatives (possibly pennies to help with purpose). They will use this method to
understand how organizing objects into groups of 10 can be used in real life.
Marzano Strategy
Students will have a blank number line that we will complete together. There will be
larger marks every 10th line, smaller marks will be mades for 1s. We will write out 1-60
and then skip count 60-120. This will help students understand advantages of counting by
10s.

YOU DO –
Math centers with various everyday items that typically come in large amounts and need to be
counted, pennies, pencils, erasers, pom poms, etc. Each center will require students to set out a
set number. Students will have to explain to the teacher how they got their answers (i.e. made 6
groups of 10).
 As a group count by 10 out loud.

Differentiation-(GO TO page) (Tailoring instruction to meet individual needs; differentiating the

content, process, product, and/or learning environment):

o Second Language learners / Cultural Diversity: flexible grouping- I would use this to
help group those with limited English with other students who have a strength in
understanding mathematical concepts.

o Gifted / advanced learners: compacted curriculum- for those that already know how to
count by 10’s, I would have them start with simple multiplication using 10s (i.e 6 groups
of 10 = 60 )

Technology: -(GO TO page)

IPEVO Whiteboard- student can use the app to demonstrate and draw

Marzano Strategy - (GO TO page)

Graphic organizer- using a ten frame to make multiple groups of 10

Higher Order Thinking Questions (GO TO page)

1. What other instances might skip counting by 10s be beneficial?
2. Why is knowing how to count by 10s important?
3. Can you think of numbers we need to know how to skip count by (2s and 5s) and why?

Grouping / Partnering Technique: (Hattie)

We will flexible grouping since we have some ESL learners in our class that will need their
classmates assistance with understanding the lesson.

Potential misconceptions and your plan to address it:

1 ten frame =1; students will be reminded that each time frame represents 10

10. Resources and Each student will need:

materials needed (C9) • Pencil
• Eraser
(E7) • 12 ten frames
• 150 manipulatives
• Blank paper
• Fill in the blank worksheet

Groups
• There will be 5 stations
o 150 pennies and 12 ten frames
o 150 erasers and 12 ten frames
o 150 pencils and 12 ten frames
o M&Ms and 12 ten frames
o Life size number line for skip counting, two die

Exit ticket- index card


11. Classroom
Management Strategies
(CBM5)
What procedures will you
employ to manage
transitions, behavior,
passing out materials,
engagement, etc.?
Add 3 procedures
12. Academic Supports
for Students (E6)
What instructional
strategies and planned
supports, will you employ to
meet the needs of each
student that has identified
special learning needs?
(E11)
(How might you differentiate materials and resources for learners with various needs?)
We may need to use larger manipulatives if a student has difficulties with fine motor skills
or vision.
SUBMIT LPG and SELF EVALUATION RUBRIC – C9
1. Transitions- when prompted to go to groups or back to your seat, student will go to the
designated area in less than 10 seconds.
2. Materials- students will be expected to have their pencils and erasers out and ready to go
when class begins. Instructions will be given about respecting others property and
reminding students that others need to use the materials also. Group centers should be left
the same way they looked when students arrived.
3. Engagement- I do not expect perfection but I do expect effort. Students are expected to put
forth their best effort on all class work.
Accommodation(s)- (A change that helps a student overcome or work around obstacles):
1. Level of support- start with a peer buddy if this is not adequate then a para will
provide the support
2. Difficulty- ten frames will be numbered 1-120 to simplify counting
3. Participation- student may assist with handing out and collecting exit tickets
Modification(s)- (A change in what is being taught or what is expected from the student):
1. Alternate goals- student is working on sorting coins or colors on the ten frames
2. Alternate goals- students works on counting to 10
3. Substitute curriculum
Strategies for ELLs (strategies that support language acquisition)
1. visuals- numbers in both English and Spanish
2. pair with student who speaks clearly
3. have an assistant that can help bridge the language barrier, able to speak both languages
fluently
4. make sure I am speaking clearly and loud enough for all to hear
4. Encourage the use of graphic organizers