Skip Counting Fun

Overview

This lesson plan is designed for Year 1 students in Australia and focuses on the concept of skip counting by 10, a key component of the Australian Curriculum: Mathematics. It aligns with the Year 1 content descriptor: ACMNA012 – "Develop confidence with numbers and counting by practising skip counting by twos, fives, and tens."

The lesson runs for 40 minutes, incorporates interactive and hands-on learning strategies, and engages students with movement, games, and creativity to foster a deeper understanding of skip counting by tens.

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Learning Intentions

• We are learning to count forward by tens (e.g. 10, 20, 30, etc.) up to 100.
• We are learning to recognise patterns when counting in groups of ten.

Success Criteria

• I can skip count by 10 starting from 0 up to 100.
• I can identify and describe patterns when counting by 10.
• I can work collaboratively with classmates during group activities.

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Materials Needed

• Large visual number line (0-100)
• Printed ten-frame cards (decorated in bright colours)
• Plastic counters or tokens (at least 20 per pair of students)
• A soft ball or beanbag
• Mini whiteboards and markers for each student
• A set of paper "giant footprints" with numbers 10, 20, 30…100 written on them

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Lesson Structure

1. Warm-Up (5 Minutes)

Activity: Skip Counting Chant

1. Gather the students in a circle on the floor.
2. Start by saying "10," encouraging the students to count along with you in tens up to 100 (e.g., 10, 20, 30…100). Clap on each "10" together to emphasise the rhythm.
3. Challenge them to count backwards by ten (100, 90, 80…0).

Pro Tip for Engagement: Use a cheerful chant like:
"Ten, twenty, thirty—skipping's fun and flirty! Forty, fifty, sixty—our counting’s getting nifty!"

2. Direct Instruction (10 Minutes)

Activity: Using a Giant Number Line

1. Display a large number line (0–100) on the whiteboard or along the floor.
2. Explain that skip counting means "jumping" over numbers to arrive at the next one in the group of ten.
3. Use a marker, pointer, or a toy figure to “hop” along the line from 10 to 100, counting as you go.
4. Point out the pattern: Every number ends in "0." Ask: "Why do all these numbers end in 0?"

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3. Hands-On Activity (15 Minutes)

Activity: Counting Tokens with Ten-Frames

1. Divide the class into pairs and provide each pair with a set of colourful ten-frame cards and counters.
2. Ask the students to:
   • Fill each ten-frame as they count.
   • Say the next number in the sequence aloud (10, 20, 30…up to 100).
3. Once they've successfully completed this, have them order the ten-frames in a line and identify the pattern of the tens numbers (10, 20, 30, etc.).

Extension:
If some students finish early, ask them to start from numbers like 30 or 40 and skip count from there.

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4. Movement & Kinesthetics (7 Minutes)

Activity: Footprint Hop

1. Lay out the "giant footprint" cards in a line on the floor (spaced for small hops).
2. Call on individual students to jump from footprint to footprint while saying each number aloud. Encourage the rest of the class to cheer them on!
3. Afterwards, mix up the footprint order and challenge a small group to put them back in the correct sequence.

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5. Reflection & Wrap-Up (3 Minutes)

Activity: My Skip Counting Story

1. Provide mini whiteboards and markers to each student. Ask them to draw or write a short skip counting story or pattern.
   • Example: "I have 10 coins in one jar, 20 in the next. How many coins in 3 jars?"
2. Collect responses to assess understanding and progress.

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Assessment

• Observe student participation during group activities (ten-frame task, footprint hop).
• Listen for correct verbal skip counting during chants and questions.
• Use whiteboard drawings/writings to assess individual comprehension of skip counting patterns.

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Differentiation

• Support: Provide smaller number sequences (10, 20, 30…) for struggling students and use hands-on manipulatives (e.g., individual ten-frames).
• Extension: Challenge advanced students to skip count beyond 100 or start skip counting from numbers like 5 (e.g., 5, 15, 25…).

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Teacher Reflection

At the end of the session, reflect on the following:

• Were students engaged in the hands-on and interactive activities?
• Did most students meet the success criteria?
• What adaptations could enhance the learning experience for diverse learners?

By transforming skip counting by tens into a fun, movement-based, and engaging session, students will not only build their numeracy skills but also develop a love for patterns and counting.