Alexandra Clark

Melissa Wormley/ 1st Grade/ Berkeley Glenn Elementary School

October 22nd at 8:15 am
Date submitted to cooperating teacher: 10/15/14 initial _______

A. TITLE/TYPE OF LESSON
High Five! Counting by 2s, 5s, and 10s using our hands! (With integrated visual arts
activity)
B. CONTEXT OF LESSON
This lesson will help the cement the students understanding of counting by tens, give
them more practice to learn to count by fives, and give them a fun, creative activity to
help them to learn to count by twos. This lesson is important to the number sense unit and
will help them further understand the value of two, five, and ten (especially in relation to
counting). This is a good introduction to the number sense unit in first grade, and their
understanding of this topic is vital to their success in other areas of mathematics.
I have also integrated a creative activity into this lesson to help the students enjoy
what they are learning and be able to identify more strongly with this mathematical
concept, all while increasing motor skills and fostering their creativity.
C. LEARNING OBJECTIVES
Understand what are the
Know what are the facts,
broad generalizations the
rules, specific data the
students should begin to
students will gain through
develop? (These are
this lesson? (These knows
typically difficult to assess
must be assessed in your
in one lesson.
lesson.)
The students will
understand that
counting by twos,
fives, and tens is
faster than counting
by ones, but will get
you the same end
result.

The students will

know that when you
count by twos, you
are counting two
numbers at a time,
when you count by
fives, you are
counting 5 numbers
at one time, and when
you count by tens,
you are counting ten
numbers at one time.

Do what are the specific

thinking behaviors students
will be able to do through
this lesson? (These will also
be assessed in your lesson.)
The students will be
able to use their
(and their
classmates) fingers
and hands to count up
by twos, fives, and
tens.
The students will use
their fine motor skills
to cut out drawings of
their own hands.

D. ASSESSING LEARNING
Understand- I will have a chart of the board of all of the students hands. As we
count their fingers and hands by twos, fives, and tens together, they will be able to
see that it is much quicker to skip count larger amounts.

Know- The chart will have a physical representation of the numbers they are
counting, so they will be able to see how many numbers they are counting at one
time.
Do- After we go over the chart together, I will give them a worksheet that will
give them the chance to practice skip counting on their own; they will have to
answer a few questions using the knowledge they learned about skip counting
using our class chart.
As the creative portion of the lesson, the students will have the
opportunity to cut out drawings of their own hands and decorated them as a
representation of how their hands should look. This will give them the
opportunity not only to further develop their motor skills, but also to express their
personal creativity.
E. RELATED VIRGINIA STANDARDS OF LEARNING
(Math)1.2Thestudentwillcountforwardbyones,twos,fives,andtensto100and
backwardbyonesfrom30.
(VisualArts)1.12 The student will use motor skills (e.g., cutting, modeling, molding,
tearing, weaving) to create two-and three-dimensional works of art.
F. MATERIALS NEEDEDList all materials that will be needed to teach this
lesson. Who will be responsible for securing each item?
Things I will provide:
-Blank white paper
-Large colorful paper (for chart)
-Marker (to label chart)
-Skip-counting worksheet
-Glue
Students will need:
-Crayons (to decorate their hands)
-Scissors (to cut out their hands)
-Pencil (to trace their hands)
G. PROCEDURE
-I will start by passing out the blank paper to each child.
-I will then instruct them fold their paper in half (hotdog style) and trace one hand,
with the thumb on the crease of the paper. (I will demonstrate at the front of the
classroom)
-Then, I will instruct the students to cut out their hands. (once again, I will
demonstrate).

-They will get out their crayons or markers (whichever they prefer and decorate
them). My specific instructions: Decorate your hands however you wantbut they
should be a good representation of you so you can recognize them when they are all
hanging up next to each other!
-Then, I will get one student to come to the board (where I will have the large paper
hanging), and I will glue each set of handprints to the paper.
-Once every set of hands is on the board, the students will gather on the rug and we
will look at the chart together.
Anticipated Dialogue:
-Our entire class handprints are on this chart!
-What are some different ways we can count the fingers and hands? (I will wait to see
if any students come up with some answers)
-Well, we could sit here and count every hand and ever finger, but it might be easier
for us if we count the hands by twos and our fingers by fives and tens!
-Lets start with counting our hands by twos. (I will then call on a student to come up
to the board and point along as the whole class counts the hands by twos.)
-After we do that correctly, we will count the fingers by fives.
-How many fingers do we have on each hand? (Hopefully several students will
answer five).
-So lets count how many fingers our entire class has by fives! (I will then call up
another student to point along while we count how many fingers the class has).
-If one of our hands has five fingers, then both of our hands have? (Hopefully they
will answer ten)
-So would it make sense to count how many fingers our class has by tens too? (I will
then call up another student who will point along as we count our fingers by tens).
Once the students understand the chart I will give them worksheets on counting up
by twos, fives, and tens for them to work on at their desks. I will walk around the
classroom while they work on it and answer any questions they may have.
The chart of all of their handprints will stay up on the board for the remainder of the
lesson in case they need a visual reminder!
Wrap up/ conclusion: We will conclude the lesson by skip counting something else,

like numbers on the calendar for example, or the number of desks in the room, just to
cement the knowledge they learned during the lesson.

H. DIFFERENTIATION
If any of the students finish the worksheet with ease, I will give them a challenge
problem where they have to work on counting backwards from 30 to 1.
If any of the students have trouble counting by twos (I anticipate they will be able
to count by fives and tens), I will be available to help them by drawing a diagram
on the board that should help them. It will look similar to this: 1,2, 3,4, 5,6, 7,8,
9,10, 11,12
If any student is unable to cut out their own hand outline, my cooperating teacher
and I will be available to help them. Whether they need help getting started or
cutting between the fingers, if they are having difficulty, I will assist them.
I.

WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU
DO ABOUT IT? Think about this! It may help you avoid an embarrassing
situation.
1. I could have less time than I originally planned. If I dont have as much time
as I planned for, I will make sure to at count up on the chart together, and
leave the worksheet for another time.
2. I could have more time than I planned for originally. If I have too much time,
I will take suggestions from the class for other things we can skip count
together. We could also work on counting backwards as a class using the
calendar. Maybe we will also read a book on counting together.
3. I could forget my materials. Luckily, all of the materials I need are available at
the school and I could write up my own worksheet on counting by twos and
photocopy it if need be!

Count by twos!

Name:___________

Here is the finished product: my first grade class mural of handsthat

can also help them count by twos! Each set of hand prints is colorful
and different!

VISUAL REPRESENTATION

HIGH FIVE! (Integrated math/creative arts

lesson)
Math
-students practice skip counting
with their and their classmates
handprints
-complete worksheet that will
cement skip counting
understanding

Visual/Creative Arts
-students demonstrate fine motor
skills by cutting handprints
-students express personal
creativity by coloring/illustrating
their handprints.

Behaviors:
Generally very excited to be doing creative
Slightly frustrational, but focused.
work.