Primary Type: Lesson Plan
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 73399
Skip Counting to Multiplying (2's, 3's, 5's and 10's)
Students will build a conceptual understanding of multiplication by creating a hundreds chart, using different colors to assist them with skip counting
by 2, 3, 5 and 10. Students will discuss, "How many groups of (2,3,5 and/or 10)?" are in each number.
Subject(s): Mathematics
Grade Level(s): 3
Intended Audience: Educators
Suggested Technology: Document Camera,
Microphones
Instructional Time: 1 Hour(s) 30 Minute(s)
Resource supports reading in content area: Yes
Freely Available: Yes
Keywords: skip counting, hundreds
Resource Collection: FCR-STEMLearn Mathematics General
ATTACHMENTS
4Hundreds chart cpalms.docx
5summative to skip counting to multiplying.docx
6summative answer key to skip counting to multiplying.docx
7formative a skip counting to multiplying.docx
8formative a skip answer key counting to multiplying.docx
PP Skip Counting to Multiplying Cpalms PP.pptx
2Skip counting to multiplying Independent practice cpalms.docx
3skip counting to multiplying Independent practice cpalms answer key.docx
LESSON CONTENT
Lesson Plan Template: General Lesson Plan
Learning Objectives: What should students know and be able to do as a result of this lesson?
Students will be able to explain how to use a hundred chart to support strategies for multiplying by 2,3,5 and 10.
Prior Knowledge: What prior knowledge should students have for this lesson?
Students should have the following prior knowledge:
MAFS.K.CC.1.1: Count to 100 and count by 10.
MAFS.K.OA.1.5:Fluently add and subtract within 5.
MAFS.1.OA.4.7:Understand the meaning of the equal sign.
MAFS.2.NBT.1.2:Skip count by 2, 5, and 10
Guiding Questions: What are the guiding questions for this lesson?
What different patterns can you see with different multiples (2,5, 3 and 10)?
How many groups of (2, 3, 5, 10) are in ______?
What patterns do you notice?
Teaching Phase: How will the teacher present the concept or skill to students?
page 1 of 5 Teacher will begin the lesson by giving the formative assessment. This should take 5-10 minutes. This part of the lesson will give the teacher an understanding of
how much the students know. If the teacher wants to regroup her groups based on the results, he/she can.
Call six students to the front of the room. Ask students to skip count by 2, but stop them at the 4th student. (The fourth student will say "8")
Have the students predict what number the sixth student will say. (12 is the correct answer, but it is not expected that most students will be able to solve this
efficiently)
Have students discuss their predictions with their shoulder buddy. Students are encouraged to work out their problem on a white board and to use any
manipulatives they feel will help them solve the problem.
Discuss, as a whole group, how students determined which number would be the sixth number and any difficulties they experienced.
After discussion, have the students in the front of the room skip count to 12.
Now, have 5 students stand in front of the class and ask the first 2 to skip count by ten (stopping at "20").
Have the students predict what number the fifth student will say? (50)
Have students discuss their predictions with their shoulder buddy. Students are encouraged to work out their problem on a white board and use any
manipulatives they feel will help them solve the problem.
Discuss as a whole group.
After the students have shared their predictions, have the 5 students count by 10's to 50.
At this point in the lesson, these questions will likely challenge students. By the end of the lesson, they will have efficient solution strategies such as: using a hundreds
chart, skip counting and the concept of groups of numbers. Do not feel the need to "front load" these solution strategies at this stage of the lesson. The difficulty
students experience with solving these problems gives them incentive to learn more efficient strategies.
Guided Practice: What activities or exercises will the students complete with teacher guidance?
Tell students that they will be creating their own hundreds chart to help solve problems like the ones above. Students will also be using the independent practice
worksheet as they create their hundreds chart, this will help the teacher assist the students. There is a Power Point attached, which can be used as the lesson is
presented to check student work and display the directions. There is also an independent practice worksheet attached, to assess while they create the hundreds chart.
Distribute blank hundreds charts to students.
Skip Counting by 10 on the Hundreds Chart:
Have the students write the numbers 1-10 on the first row.
The teacher should ask, "What is 10 more than 10?" (20)
Have students think about this independently. Then, have them place a counter on the hundred chart for the number that is ten more than ten. Observe
student solution strategies.
Some students will count one by one. (Have a student share this strategy first.)
Others may be able to skip count by 10. (Have this student share next)
Those that understand the hundred chart will place a counter directly below "10". (Have this student share last).
This order helps students to move from inefficient strategies to more efficient strategies.
Explain, or lead a discussion, as to why skip counting is more efficient.
Now, have the students skip count by 10 to 100.
Students will then be asked to compare their answers with their shoulder buddy (person next to them).
Discuss patterns of 10 on the Hundreds Chart...
All of them have zero in the ones place
The tens place increases by 1 each time
All the numbers are in the same column..
Give the students 2-3 minutes to write all of the numbers in their hundreds chart.
Have the students check their work with their face buddy (person in front of them) and shoulder buddy. This will allow students to have their work checked twice.
During this time the teacher should be walking around the class, offering help, observing and providing feedback to students.
Counting by 2's on the Hundreds Chart:
Have the students skip count by 2s up to 20, pointing to each multiple of 2 on the hundreds chart (Tip: You may choose to use clear counters, so that students can
move the counter, yet still see the number beneath.)
Now, have them skip count by 2s all the way to 100 by underlining those numbers.
This is a great opportunity to have the students look at different characteristics of the multiples of 2.
They are even numbers
End in 2,4,6,8,0
Every other number
"Checkerboard" pattern on hundreds chart....
Have students pair up with their shoulder buddies and discuss, what patterns they see with multiples of 2. Then, allow students to share their thoughts with the
class.
Have them check their answers with their shoulder and face buddy. Once this part is done, give the students the permission to highlight the multiples of 2 in
yellow.
(By underlining first, students can check for mistakes before highlighting the multiples of 2)
Go over the answers on the board. This will give the students a chance to reflect their answers.
Groups of 2 on the Hundreds Chart:
Teacher: "I see that 14 is highlighted in yellow. Who can count and tell me how many yellow squares they count to get to 14?"
Student: "7"
Each time we count a yellow square, that is a group of 2.
Teacher: "If we skip count by 2, 7 times we land at 14. So there are 7 groups of 2 in 14."
Teacher: "I see that 18 is highlighted in yellow. Who can count and tell me how many yellow squares they count to get to 18?"
Student: "9"
Each time we count a yellow square, that is a group of 2.
Teacher: "If we skip count by 2, 9 times we get 18. So, there are 9 groups of 2 in 18.
page 2 of 5 Teacher can use more examples if necessary.
Multiples of 5 on the Hundreds Chart:
Have students count by 5's up to 25, circling each number with a pencil. Observe students. Once it is determined that they are skip counting correctly, have them
highlight all multiples of 5 by placing a blue circle around each multiple of 5.
This is a great opportunity to have the students look at different characteristics of the multiples of 5. Have students pair up with their face buddies and discuss,
what patterns they see with multiples of 5. Then, allow students to share their thoughts with the class. Find a student who has realized the connection between
5 and 10. The teacher should explain why all of the multiples of ten are also multiples of 5.
Odd - Even pattern
End in 5 or 0.
They are all in two columns of the hundred chart...
Groups of 5 on the Hundreds Chart:
Teacher: "I see that 15 is highlighted in yellow. Who can count and tell me how many blue circles they count to get to 15?"
Student: "3"
Each time we count a blue circle, that is a group of 5.
Teacher: "If we skip count by 5, 3 times we land at 15. So there are 3 groups of 5 in 15."
Teacher: "I see that 40 has a yellow square and has a blue circle, can anybody tell me why?"
Student: "we can skip count to 40 using 2s and 5s"
Teacher:
"How many groups of 5 are in 40?" (8).
"How many groups of 10 are in 40?" (4).
"How many groups of 2 are in 40?" (20)
Teacher can use more examples if necessary.
Multiples of 3 on the Hundreds Chart:
Have the students skip count by 3s up to 15. Go over the answers on the board. Now, have them skip count by 3s all the way to 51 byunderlining those numbers.
Have them check their answers with their shoulder buddy. Now, have the students continue to skip count by 3 up to 99. Have them check their answers with their
face buddy. Once this part is done, give the students the permission to make a red triangle over the multiples of 3.
This is a great opportunity to have the students look at different characteristics of the multiples of 3.Have students pair up with their face buddies and discuss,
what patterns they see with multiples of 3. Then, allow students to share their thoughts with the class.
Odd- Even pattern (like the 5's! Some students may notice that both 3 and 5 are odd numbers, and their groups have an odd even pattern!)
Diagonal Pattern on the hundreds chart.
Shares some numbers with 2, 5, and 10.
Groups of 3 on the Hundreds Chart:
Teacher: "I see that 9 has a red triangle. Who can count and tell me how many red triangles they count to get to 9?"
Student: "3 red triangles"
Each time we count a red triangle, that is a group of 3.
Teacher: "If we skip count by 3, 3 times we land at 9. So there are 3 groups of 3 in 9."
Teacher: "I see that 18 is highlighted in yellow and has a red triangle. Why is that?"
Student: "It has 9 groups 2 and 6 groups of 3"
Independent Practice: What activities or exercises will students complete to reinforce the concepts and skills developed in the
lesson?
Questions to check for understanding of the lesson:
Teacher: "Put your finger on 15. What can you tell me about 15?"
Students: “It has a blue circle and a red triangle." "It has groups of 5 and groups of 3." "It has 3 groups of 5 and 5 groups of 3."
Teacher Note: If the students are understanding the concept, go on to number 30 and explain how 30 can be skip counted by 2,3,5,and 10 and why. If the students
are not understanding the concept, use the numbers 12,18,20,24. Another idea is to assign each table or pair a different number and have them discuss the
characteristics of it. This will allow the teacher to have control on which students need extra practice or enrichment.
Closure: How will the teacher assist students in organizing the knowledge gained in the lesson?
Discuss the different patterns we saw in our hundreds chart. Teacher should have the students reflect on the importance of skip counting. Use the example 30. Have
the students explain the different ways we can get to 30. Write them on the board, to create a visual for the students. At this point, the student should just be looking
at the wall and sharing their thoughts. Then give the summative assessment, this should take 5-10 minutes. If time allows it, go over the answers with the summative
assessment answer key.
Summative Assessment
The teacher will determine if the students' reach the learning target based on how they complete the summative assessment. The teacher will use the summative
assessment to explore each child’s mind based on the strategies they use to answer each question. This summative assessment will be the end piece to the lesson.
Please keep in mind that the teacher should be checking for understanding after every step, use the independent practice as an overview. Attached is the answer key
for the summative assessment and answer key for independent practice.
Formative Assessment
The teacher will begin the lesson with a formative assessment. This formative assessment will evaluate their prior knowledge by checking their understanding of
counting and patterns. The formative assessment will also assess student knowledge of equal groups, which will help to form instruction for this lesson. Teacher
should be looking for what strategies the students used. Students should finish the assessment in 5-10minutes. An answer key is attached.
Feedback to Students
During the lesson students will be personalizing their own hundredths chart with teacher assistance. The teacher will walk around to ensure that students are filling in
the chart correctly. The teacher will give feedback and positive reinforcement during this time. As students fill their chart, they will be encouraged to discuss their
results with their shoulder buddy. This small activity will allow students to start seeing patterns and correct each other.
page 3 of 5 ACCOMMODATIONS & RECOMMENDATIONS
Accommodations:
Extra help: Partner students up in a group, where they can help each other. (If you have a low high student, you can pair them with a high student. If you have a
very low student, you can pair them with a mid or high low student). When highlighting the squares, the teacher can assist the students.
Some students may see the patterns better with arrays. Allow them to build arrays with manipulatives to reinforce the patterns on the hundreds chart.
ELL:
Counting by 2’s in Spanish would be: contando con dos
Counting by 5’s in Spanish would be: contando con cinco
Counting by 3’s in Spanish would be: contando con tres
Counting by 10’s in Spanish would be: contando con diez
Even: conteo
Odd: impar
Skip counting: contando por
Extensions:
A possible extension to this lesson would be to give the students a multiplication chart and have them reflect on how skip counting is the same as multiplying. This
would also be a great visual to understand that there are numbers that can be divisible by many numbers.
Have advanced students choose a way to show groups of 6. Have them indicate groups of 6 on the hundreds chart and write about the patterns they notice.
Suggested Technology: Document Camera, Microphones
Special Materials Needed:
• Counters, clear counters might be best, so students can see the number beneath the counter
• Yellow, red, and blue color pencils
• Blank hundreds chart
Further Recommendations:
This lesson is meant to help students equate skip counting with equal groups. This lesson is intended to come before students begin to learn the concept of
multiplication. It is not recommended that students write multiplication sentences in this lesson, although, this could be an appropriate follow up.
Additional Information/Instructions
By Author/Submitter
This lesson will likely foster student engagement in the following mathematical practice:
#7 : look for and make use of structure- students will recognize patterns in skip counting.
SOURCE AND ACCESS INFORMATION
Contributed by: Ysabel Ortiz
Name of Author/Source: Ysabel Ortiz
District/Organization of Contributor(s): Lee
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
Description
Fluently multiply and divide within 100, using strategies such as the relationship between multiplication and division (e.g.,
knowing that 8 × 5 = 40, one knows 40 ÷ 5 = 8) or properties of operations. By the end of Grade 3, know from
memory all products of two one-digit numbers.
Remarks/Examples:
Fluency Expectations or Examples of Culminating Standards
Students fluently multiply and divide within 100. By the end of grade 3, they know all products of two one-digit
numbers from memory. Multiplication and division are new in grade 3, and meeting the multiplication and division
fluency standard 3.OA.3.7 with understanding is a major portion of students’ work in grade 3.
MAFS.3.OA.3.7:
Examples of Opportunities for In-Depth Focus
Finding single-digit products and related quotients is a required fluency for grade 3. Reaching fluency will take much
of the year for many students. These skills and the understandings that support them are crucial; students will rely
page 4 of 5 on them for years to come as they learn to multiply and divide with multidigit whole numbers and to add, subtract,
multiply, and divide with fractions. After multiplication and division situations have been established, reasoning about
patterns in products (e.g., products involving factors of 5 or 9) can help students remember particular products
and quotients. Practice — and if necessary, extra support — should continue all year for those who need it to attain
fluency.
page 5 of 5