# Skip Counting with 5s, 10s and 100s

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## Objective

SWBAT skip count by 5’s, 10’s and 100’s

#### Big Idea

In preparation for multiplication, the Common Core Standards require 2nd grade students fluently skip count by 5’s, 10’s and 100’s.

## Warm Up

10 minutes

To make connections to prior learning I begin by asking students to add up quantities of nickels and dimes. I put up pictures of 3 dimes and ask students to write the amount in their math journals. I repeat the process with 4 nickels and then with differing amounts of dimes and then nickels.

Students have worked with counting dimes and nickels, as well as using an In/Out box with 5s and 10s in the past. This warm up reinforces that learning.

After observing student competencies with counting by fives and tens,  I put up several problems using dimes and nickels together.

I ask students to complete the problems and then we review the strategies they used to figure out how much money they had. I reinforce counting by 5s and 10s.

## Teaching the Lesson and Independent Practice

45 minutes

Students are each given a blank number line. I ask them to finger point to the hash marks on the line while we count by 5’s. We start at 5 and count to 45.

Next I tell students we will count again by 5’s but this time we will start at the beginning of the number line and call that mark 20. I pick one table and ask them to count aloud for the rest of us to follow.  I repeat the process with the other tables. I want students to review using a blank number line to support their counting.

Next we try counting by 10s on the number line. I know that students can rote count by 10s so this process is more of a review using the number line for support.

I ask students if they can count by 100s on the number line. We begin with 100 and count along the line together. Next we begin at 300 and count along the line together.

I ask students which digit is changing as we count by 100s? We review place value for 10s and 100s.

I ask students if I could count by 10s on my number line if I started with 35? I ask for a student to demonstrate for us. I ask if there is another tool that might make this easier to do? Some children will find the number grid easier for counting by 10s.  Again we talk about which digit is changing and which is staying the same.

I tell students that today they will be in 3 groups to work on counting by 5s, 10s and 100s. I tell them that if they are at their desks they will be doing an independent practice page. This is a paper and pencil task that reinforces counting by 5s, 10s and 100s. It is done independently so that I can see where each child is with their own understanding.  I also put out a challenge page in case they complete the first paper before it is time to move to the second center. (I take challenge papers from online resources, or other classroom resources. You can google search grade 2 word problems or word puzzles for a wealth of challenge pages.)

I tell students that at one of the centers they will be counting dimes and nickels to match the prices of objects. One person will be a store keeper and the other will be the shopper. They will switch roles. All of the prices will be multiples of 5 or 10. This activity provides hands on practice with dimes and nickels, as well as counting by 5s and 10s with concrete materials. This activity reinforces today's lessons.

The last center will use their number lines to count by 5s, 10s and 100s to look for patterns. They will record their counts and note any patterns they see. I want students to realize that they do not always have to count by ones on the number line. Here they will practice counting by 5, 10 and 100 with the support of an adult to help them with this skill.

## Closing

5 minutes

To informally assess each student’s ability to count by 5,10 and 100 I have prepared a page with counts. There are numbers missing. Students will complete the page and hand it in so I can assess understanding and plan next steps.

Another option here might includes cutting the  100 grid into strips. Different squares are left blank. Students begin to assemble their own 100  by filling these in and taping them together (over time). Higher level students can be given fewer “clues” and more than one strip (non consecutive or consecutive). And because it looks just like the 100s grid used in class, students get the explicit connection.