Scribd
Upload
272 views3 pages

Counting Backwards Number March3 2020

This lesson plan template outlines a math lesson for grade 2 students on counting backwards. The lesson will focus on counting backwards from 200 to 0 and writing numbers backwards. Students will practice counting backwards using a number line and fill in blanks on a worksheet as an assessment. The teacher will model counting backwards, have students practice chorally, and provide independent practice through a worksheet to check understanding. Adaptations are provided for diverse learners.

Uploaded by

api-503485838
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
272 views3 pages

Counting Backwards Number March3 2020

This lesson plan template outlines a math lesson for grade 2 students on counting backwards. The lesson will focus on counting backwards from 200 to 0 and writing numbers backwards. Students will practice counting backwards using a number line and fill in blanks on a worksheet as an assessment. The teacher will model counting backwards, have students practice chorally, and provide independent practice through a worksheet to check understanding. Adaptations are provided for diverse learners.

Uploaded by

api-503485838
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

Lesson Plan Template

School of Education and Professional Learning

Topic:
Course: Math Grade Level: Grade 2
Unit: Skip counting Teacher: Ms. Eccleston & Ms. Date: March 3, 2020
Eccleston

Rationale - Curriculum Expectations:


Overall Expectation(s) addressed: Specific Expectation(s) addressed:
• Demonstrate an understanding of magnitude by counting Students will:
forward to 200 and backwards from 50, using multiples of Count forward by 1’s, 2’s, 5’s, 10’s, and 25’s to 200, using
various numbers as starting points; number lines and hundreds charts, starting from multiples of
1, 2, 5, and 10 (e.g., count by 5’s from 15; count by 25’s from
125);
– Count backwards by 1’s from 50 and any number less than
50, and count backwards by 10’s from 100 and any number
less than 100, using number lines and hundreds charts
(Sample problem: Count backwards from 87 on a hundreds
carpet, and describe any patterns you see.);

Learning Goal(s): Success Criteria:


Students will: I can count backwards by 2s, 5s, and 10s from [50] 100
Students will be able to orally count backwards from using multiples of 2, 5, and 10 as starting points, and
200-0 and count backwards by 100s
Student will able to write numbers backwards from I can count from 200 and any number less than 200,
200-0 in order. using a variety of tools and strategies

Key/Essential Questions for Lesson:


1. What does it mean to count backwards?
2. How do you count to 10 backwards?
3. Why is counting backwards important? (Count backwards shows the size of the number
decreases)
Assessment/Evaluation:
What is the purpose of the assessment? ("for", "of" or "as" learning)
How will the students demonstrate their learning?
How will the teacher document/track students' learning?
Students will be asked to complete a worksheet (independent practice) on counting backwards. Students will fill
in blanks on a number line).

Lesson Sequence Time Activities / Planning


Activating Student 20 Ms. Eccleston will have students seated in front of the rocking chair
Learning close to her.
("Minds-On", Ms. Eccleston will begin by showing students a number line. There
motivational strategy/ should be number 0-200 on the number line. Together, students and
hook, activation of prior teacher will count the number starting from 0 up to 200.
knowledge) Student will work on their number line practicing counting backwards
from any starting point on the number line

Independent Practice
Teacher will create a simple fill-in-the-blank counting worksheet
to show their understanding of counting backwards. This will be
used as an assessment.
Example: 20, 19, __, 17, __, __, 14, 13, __, __, 9, etc.)

Developing Modeling
Refer to a number line (or something similar) in the classroom. As a
Student Learning
class, notice how numbers get “bigger/greater” when counting forward
("Action" part of lesson,
How does the lesson
and “smaller/less” when counting backwards.
develop? What will the Use hand/body gestures to refer to forward and backward.
teacher/students be Write the words “less”, “take-away” and “backwards” on the board or
doing? Key questions? display the words on a pocket chart. Ask children to tell you what they
Include assessment know about those words.
details as appropriate.) Together, chorally practice counting backwards from 20-0. 50-10, 200-
20 as teachers’ points to each number on the number line. Teacher can
physically move backwards as students count to show the relation.

Consolidating
Student Thinking Ms. Eccleston will Review the lesson with students as she assists
(Summarization of them at their desk. Ask students, "what did we learn about
learning, application to numbers today"? Count backwards with students. Ask for
other learning, reporting questions
on learning)

Accounting for Learner Diversity:

The teacher can work in with students in small groups for those who need extra assistance. Students who
are reluctant to participate can work with a partner. Teacher can provide verbal and physical cues to help
students.

Materials Needed: References:


A pencil and marker for each student, number
line, 10 laminate number up to 100 and 200 for
student to explore at centers

Post-Lesson Reflections
What worked? What didn't, and why? What to change for next time?

You might also like