Maths Term 2 Week 8 skip counting

: Numeracy Weekly Planner Week 8 Term 2: Patterns and Algebra

Year 1:

Investigate and describe number patterns formed by skip-counting and patterns with objects
- using place-value patterns beyond the teens to generalise the number sequence and predict the next number
- investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100

Session 1 (12.06.2018) Session 2 (13.06.2018) Session 3 (14.06.2018)

Learning I can continue a pattern using skip counting
Intent
Success I can recognize a pattern and predict what will come next.
Criteria
Counting by 2s. Counting by 5s. Counting by 10s.
Language
Recognising and continuing 2 patterns Recognising and continuing 5 patterns Recognising and continuing 5 patterns
Planning (forward and backward) (forward and backward) (forward and backward)
Resources
Pattern, repeats, increase, decrease, odd, even, twos, fives, tens, continue.
Lesson
Resources (Nelson book 2 page 45, more about
patterns p129
Warm Up Scootle
Warm up – splat square to highlight number patterns for students top copy. Write and wipe. Students circle. Learning intentions.
Number trains skip counting scootle to use at the end of each lesson
Number bubble skip counting:
http://www.abcya.com/number_bubble_skip_counting.htm

Count by 2s, 5s, 10s. Highlight one of these patterns on hundreds chart for students to refer to as they find patterns on hundreds chart
write and wipe.

Whole Class Counting by 2s. Counting by 5s. Counting by 10s.

Recall what a pattern is from journal – the Remind number patterns go up or Remind number patterns go up or down by the
same things repeats each time. Number down by the same number each time. same number each time.
patterns go up or down by the same
number each time. Notebook – count hands by 5s and Notebook – count ten frames by10 and label.
Notebook – count socks by 2s and label. label. Highlight pattern on hundreds Highlight pattern on hundreds chart.
Highlight pattern on hundreds chart. chart.

Activity Number bubble skip counting 2s. Number bubble skip counting 5s. Number bubble skip counting 10s.
Group 1 - ISA Groups 1 and 2 Independent (ISA to supervise)
Conclusion Group 1 - ISA Everyone in the group cuts out their Stick hundreds chart together in groups of 10.
Assessing Everyone in the group draw a face with two hands. Join together to count by 5s. Write out pattern.
Reflection eyes and joins together to make pattern. Write out number pattern in maths
Groups Write out number pattern in maths book. book. Group 3
Group 2 - Teacher Teacher – challenge with number patterns on
Group 2 - Teacher Everyone in the group cuts out their whiteboards and encourage discussion about
Everyone in the group cuts out their hands. hands. Join together to count by 5s. identifying pattern. First identify increasing or
Join together to count by 5s. Write out Write out number pattern in maths decreasing, by how much, then continue.
number pattern in maths book. book. Assess. Students independently write pattern
Group 3 counting by 2s, 5s, 10s
Group 3 Extension worksheet continuing 5 Challenge: More able students can write their
Extension worksheet continuing 2 pattern patterns forwards and back from any own number patterns on back. .
forwards and back from any number. Work number. Work with partner, talk about
with partner, talk about answers, don’t ju answers, don’t just copy. Teacher to observe group 3.
Display number patterns. Refer to 5 Assess all students ability to write 2, 5, 10
Display number patterns. pattern on hundreds chart. pattern.
Refer to 2 pattern on hundreds chart. Number trains skip counting by 5s. Make easy patterns for whole class to identify.
Number trains skip counting 2s. Usually Usually we say the 5 and 10. What
when we count by 2s we say the even number do you think they started at? Group 3
numbers. How come there are odd number? I can recognize a pattern and predict what will
(When you don’t start at 0 the numbers are Teacher and ISA to observe groups 1 and come next (2s, 5s, 10s forwards and backwards
different). Try different ways of counting by 2 as well as different number patterns).
2s.
Teacher and ISA to observe groups 1 and 2 What do you know about number
patterns now? Which bits are still a bit
How come there are odd number? (When tricky? What do you want to learn next?
you don’t start at 0 the numbers are
different). Try different ways of counting by Group 2
2s. I can recognize a pattern and predict
Group 1 what will come next (2s, 5s, 10s).
I can continue a pattern using skip counting
(beginning to count by 2s, 5s, 10s).

Lesson Plan 1- Mathematics

Class Year 1 – Room 3
Subject
Number of students Mathematics

Date 22

Experience 12.06.2018

Expected Learning LI: I can continue a pattern using skip counting
Outcomes SC: I can skip count forward and backward by 2’s.
Links to Australian My learner will be able to:
Curriculum
• Recognize a pattern of 2’s (forward/backward)
• Predict the next number to continue a pattern using skip counting by 2’s.

●

● Investigate and describe number patterns formed by skip-counting and patterns with objects )

Stage Procedure Time Remarks
Warm up
• splat square to highlight number patterns for students 05min

http://www.primarygames.co.uk/pg2/splat/splatsq100.html

Tuning In • Discuss the LI and SC. 05min
• Introduce the term ‘pattern’ and how to identify pattern

(The same thing repeats each time).
• The number patterns go up or down by the same number

each time.

We Do • Build up a number pattern of two. Use objects (hand print 10 min
blocks) first, and then hundreds chart .
You Do o Start from 0 –(hand print blocks) Use presentation and the hundreds chart.
o Start from 2- (chart) Emphasize that counting can start with an y
Reflection o Start from a different even number number.
Support/ o Start from a different odd number
Extension: Seating arrangement :
Resources: • Two or three rounds of game In the usual Maths groups, four students at a
table.
https://www.topmarks.co.uk/ordering-and- Assign ISA, teacher and me for each group for
sequencing/caterpillar-ordering support.

• Introduce the worksheets 20min Whole group discussion
• Give instructions and set the rules Use presentation

• Set the timer

• Students will count the objects and build the two’s

pattern. By filling the how many cage, they understand the

skip counting can be used to count when there is many.

They will recognise the pattern and fill the missing

numbers. They will predict the next numbers. They apply

the knowledge to the number line.

• Early Finishers: Write and wipe worksheets

• Display number pattern 1 -100 in the hundreds chart. 05min

• Usually when we count by 2s we say the even numbers.

How come there are odd numbers?. (When you don’t

start at 0 the numbers are different).

•

Provide with support for group1 and 3 in the building up process.

Presentation – skip counting
Web site - http://www.primarygames.co.uk/pg2/splat/splatsq100.html

worksheets for the three groups

Resources for the introductory activity – large size poster sheet, hand print blocks, numbers

Hundreds chart

Mentor’s Comments:

Reflection

Mentor Teacher Signature, Name and date
Student Teacher Signature, Name and date



Lesson Plan 2- Mathematics

Class Year 1 – Room 3

Subject Mathematics

Number of students 22

Date 13.06.2018

Experience LI: I can continue a pattern using skip counting

Expected Learning SC: I can skip count forward and backward by 5’s.
Outcomes
My learner will be able to:
Links to Australian • Recognize a pattern of 5’s (forward/backward)
Curriculum • Predict the next number to continue a pattern using skip counting by 5’s.

● Investigate and describe number patterns formed by skip-counting and patterns with objects )

Stage Procedure Time Remarks
Warm up
• splat square to highlight number patterns with students. 05min •
Tuning In • Whole class activity
http://www.primarygames.co.uk/pg2/splat/splatsq100.
html

• Discuss the LI and SC. 05min
• Introduce the term ‘pattern’. (the same things repeats

each time.
• The number patterns go up or down by the same number

each time.

We Do • Build up a number pattern of two. Use objects (hand 10 min
print blocks) first, and then hundreds chart .
You Do o Start from 0 –(hand print blocks) Use presentation and the hundreds chart.
o Start from 5- (chart)
Reflection o Start from a different even number Emphasize that counting can start with an y
Support/ o Start from a different odd number number.
Extension:
Resources: • Two or three rounds of game

https://www.topmarks.co.uk/ordering-and-
sequencing/caterpillar-ordering

• Introduce the worksheets 20min Seating arrangement :
• Give instructions and set the rules In the usual Maths groups, four students at a table.
Assign ISA, teacher and me for each group for
• Set the timer support.

• Students will count the objects and build the two’s Whole group discussion
Use presentation
pattern. By filling the ‘how many’cage, they understand

the skip counting can be used to count when there is

many. They will recognise the pattern and fill the

missing numbers. They will predict the next numbers.

They apply the knowledge to the number line.

• Early Finishers: Write and wipe worksheets with skip

counting mazes.

• Display number pattern 1 -100 in the hundreds chart. 05min
• Usually when we count by 5s we say the even

numbers. How come there are odd numbers?. (When

you don’t start at 0 the numbers are different).

Provide with support for group 1 and 3 with the special support to do the challenging questions towards the end of the
activity. Display hundreds chart to the group 1. Assign the ISA, teacher and myself for each group to support.

Presentation – skip counting
Web site - http://www.primarygames.co.uk/pg2/splat/splatsq100.html

worksheets for the three groups

Resources for the introductory activity – large size poster sheet, hand print blocks, numbers

Hundreds chart

Mentor’s Comments:

Reflection
Mentor Teacher Signature, Name and date
Student Teacher Signature, Name and date

Class Lesson Plan 3- Mathematics
Subject
Number of Year 1 – Room 3
students
Date Mathematics
Experience
Expected 22
Learning
Outcomes 14.06.2018
Links to
Australian LI: I can continue a pattern using skip counting
Curriculum SC: I can skip count forward and backward by.
My learner will be able to:
Stage
Warm up • Recognize patterns of 2’s, 5’s and 10’s (forward2’s, 5’s and 10’s /backward)
• Predict the next number to continue a pattern using skip counting by 2’s, 5’s and 10’s
Tuning In
● Investigate and describe number patterns formed by skip-counting and patterns with objects )

Procedure Time Remarks
•
• splat square to highlight number patterns with 05min
studens.

http://www.primarygames.co.uk/pg2/splat/splatsq10
0.html

• Discuss the LI and SC. 05min
• Introduce the term ‘pattern’. (the same things repeats

each time.
• The number patterns go up or down by the same

number each time.

We Do • Worksheets with 2’s, 5’s and 10’s patterns. 10 min
• Two or three rounds of game
Use presentaiton and the hundreds chart.
https://www.topmarks.co.uk/ordering-and-
sequencing/caterpillar-ordering

• Introduce the worksheets 20min Seating arrangement :
• Give instructions and set the rules In the usual Maths groups, four students at a table.
Assign ISA, teacher and me for each group for
• Set the timer support.

You Do • Students fill recognise the pattern and fill the missing Whole group discussion
numbers. They will predict the next numbers. They Use presentation
Reflection
apply the knowledge to the number line.
Support/
Extension: • Early Finishers: Write and wipe worksheets
Resources:
• Display number pattern 1 -100 in the hundreds 05min
chart.

• Usually when we count by 5s we say the even
numbers. How come there are odd numbers?.

(When you don’t start at 0 the numbers are
different).

•

Provide with support for group 1 and 3 especially. Group 2 and 3 might need help in applying the knowledge to the
number line.

Mentor’s Comments:

Reflection

Mentor Teacher Signature, Name and date
Student Teacher Signature, Name and date