Grade Level: Subject Area(s): Mathematics TEKS/Student .

GT Differentiated Exemplar LessonGrade Level: 1Subject Area(s):Mathematics TEKS/Student Expectations:Reading, Writing,Science1.5. Algebraic reasoning. The student applies mathematical processTitle: Skip CountingX MathematicsSocial Studiesstandards to identify and apply number patterns within properties ofnumbers and operations in order to describe relationships. The student isEssential Question(s):expected to: How can skip counting by twos help to count objects in a set?B. skip count by twos, fives, and tens to determine the total number of objects How can skip counting by fives help to count objects in a set?up to 120 in a set How can skip counting by tens help to count objects in a set?C. use relationships to determine the number that is 10 more and 10 less thanAssessment(s):a given number up to 120Pre-AssessmentX FormativeSummativeGT Scope and Sequence Skills:st(Aligned with 21 Century Skills Framework &College and Career Readiness Standards)Creative ThinkingX Critical ThinkingX CommunicationResearchStudent Learning Styles:X AuditoryX Visual/SpatialX KinestheticOtherElements of Depth and Complexity:X Language of the DisciplineX DetailsX PatternsTrendsRulesEthical ConsiderationsUnanswered QuestionsOver TimeDifferent PerspectivesBig IdeasLessons and ActivitiesX Whole ClassX Small GroupX Independent ActivityResources:PART ONE:Whole Class: Introduce the concept of skip counting by reading Leaping Lizards (counting by 5’s and 10’s), SpunkyMonkeys on Parade (counting by 2’s, 3’s, and 4’s), and/or another book on skip counting (see resources).Next, teach one of the Have Fun Teaching songs or view the “Skip Counting Song” on Discovery Education (seeResources). Teach one new song each day or every other day and review the ones previously learned.If students are struggling with this concept, provide them with a visual (see counting mats below or the link: FreeDownload from Teachers Pay Teachers).Have Fun TeachingCounting by 5’s (3:03)Counting by 10’s (2:41)Counting by 2’s (2:52)Additional Skip Counting Songs up to12*Each song has a beginner song and amore advance one.Advanced Academic ServicesAustin Independent School District

On the recording sheet, start by drawing a snowman family with at least 4 family members. Each snowman will have tohave the same amount of each item. For example, they will each have two eyes, one carrot nose, five buttons, etc.Encourage students to draw items that are in sets of one, two, and five. Then, the students will skip count to fill in thechart at the bottom. For example, if there are four members in the family, there will be 4 carrot noses, 8 eyes, and 20buttons. They will also choose their own item and fill it in on the bottom (see recording sheet below, adapted from FreeDownload from Teachers Pay Teachers). You could also change this format to correlate with other units you areteaching (for example, draw flowers in the garden with 5 petals, 2 leaves, 10 roots, etc. or organisms such as fish, dogs,etc.).PART TWO:Whole Class: To review counting by 5’s, play “I Have, Who Has?” Print and cut out the game cards (see below or thelink: Free Download from Teachers Pay Teachers). Give each student a card (if there are additional cards give studentswho have grasped the concept more than one card or pass out the cards consecutively and don’t pass out theremaining cards. The student who has “I have 5, who has 5 more?” will start by reading his or her card. The person whohas the answer will read their card “I have 10, who has 5 more?” and so on until everyone reads their card. It works bestthe first time sitting in a circle with everyone placing their cards face up. This way the teacher can see who is strugglingand students can help each other.“Jump Around: Moving with Math” Create a large number line with the numbers 1-20 (or more) with butcher paper ordraw a number line with chalk outside. Create skip counting task cards (or download a copy from the link: FreeDownload from Teacher Pay Teachers see below for sample). Students will take turns selecting a card and then hop onthe indicated numbers while skip counting. For example. “Start on 6 and jump on numbers counting by 2.” Aftermodeling with the entire class, students can work together and take turns, select cards, and hop the numbers.Skip Counting K-2 Search Results“The Skip Counting Song"Practice counting by 10s, 5s, and 2s.(3:30)Leaping LizardsMurphy, Stuart J(Note: 35 copies available in AISDlibraries. Your librarian can help youget a copy if it is not in your schoollibrary.)On Grade Level: Students should practice the concept of skip counting by coloring in patterns on hundreds charts. Insmall groups or individually they can also can put numbers in order while skip counting. You can also hand out numbers(such as 20, 30, 40, 50) one per student and they can put themselves in order and then count together (see link fornumber/activity cards: Free Download from Teachers Pay Teachers).Then, students will create a poster with items from around the room or brought in from home (ex. bottle caps, paperclips, cotton balls, crayons, etc.) or by drawing pictures and then counting and labeling the sets of items by skipcounting. They will choose either sets of 2s, 5s, or 10s. For example (Photo found on Pinterest):Then, they will label each set of items while skip counting (2, 4, 6, 8, etc ) to find out how many items in all.Two Ways to Count to Ten: a LiberianFolktaleDee, Ruby(Note: 125 copies in AISD libraries.Advanced Academic ServicesAustin Independent School District

GT Level Group:Skip Counting Menu- Students will chose from various activities (each ranging from2-5 points) to complete in order to earn 5 points (see recording sheet attachedbelow). Then, they will share their results with the other students who are alsocompleting the Skip Counting menus.Your librarian can help you get a copyif it is not in your school library.)Whole Class: Students will display their posters and their menu item products tocreate a “Skip Counting Gallery.” Then, students will go on a gallery walk to viewtheir classmates products.Extension: Students can view the lesson on “Repeated Addition” on BrainPOP Jr (see Resources column). Then, afterviewing the lesson, they can play the “Moby’s Matching” game and print out and complete the frog skip countingactivity under “learn more.”Arctic Fives ArrivePinczes, Elinor J.(Note: 24 copies available in AISDlibraries. Your librarian can help youget a copy if it is not in your schoollibrary.).Spunky Monkeys on ParadeMurphy, Stuart J.(Note: 49 copies available in AISDlibraries. Your librarian can help youget a copy if it is not in your schoollibrary.)Advanced Academic ServicesAustin Independent School District

Skip Counting MenuWestphal, L. E. (2011). DifferentiatingInstruction with Menus Math GradesK-2. Waco, Tex.: Prufrock Press.BrainPOP Jr.-Repeated AdditionAdvanced Academic ServicesAustin Independent School District

Advanced Academic ServicesAustin Independent School District

Advanced Academic ServicesAustin Independent School District

Advanced Academic ServicesAustin Independent School District

I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?Advanced Academic ServicesAustin Independent School District

I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?Advanced Academic ServicesAustin Independent School District

I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?I h a veI h a veW ho ha s 5 m or e?W ho ha s 5 m or e?Advanced Academic ServicesAustin Independent School District

Advanced Academic ServicesAustin Independent School District

Advanced Academic ServicesAustin Independent School District

Process AssessmentTeacher observes the following:Process Observation - FrequencyStudent uses correct terminology during interactions with peers and rocess Observation – FrequencyThe student is able to guess the genre of a book by its Process Observation – Quality of Creative ThinkingTypical of PeersStudent uses creativity throughout the stages of the task.Fluent ThinkerFlexible ThinkerUnique and OriginalProcess Observation – Quality of Analytical ThinkingTypical of PeersStudent analyzes information during the task.Fluent ThinkerFlexible ThinkerUnique and OriginalProduct AssessmentScoreGenresBookletCritical Thinking3Student compares and contrastsfiction and non-fiction books.The content highlights unique informationfor the two genres and shows connectionsto books not previously read aloud in class.Student applies knowledge of thedistinguishing characteristics of genres to makepredictions and verify the predictions.2Student compares fiction and nonfiction books.Includes distinctive information for eachgenre in the booklet. The content easilyconnects to the books read aloud in class.Student applies knowledge of thedistinguishing characteristics of genres to makepredictions.Includes distinguishing information for eachgenre in the booklet.Student predicts the contents of a book.1Student distinguishes between fictionand non-fiction books.Advanced Academic ServicesAustin Independent School District

Then, they will label each set of items while skip counting (2, 4, 6, 8, etc ) to find out how many items in all. Skip Counting K-2 Search Results “The Skip Counting Song" Practice counting by 10s, 5s, and 2s. (3:30) Leaping Lizards Murphy, Stuart J (Note: 35 copies available in