What are we going to do?

1. Learning Objective We will skip-count by 5s, 10s, and 100s. What are we going to do? CFU Activate Prior Knowledge Count by 10s. 40 20 10 30 50 60 ___, ___, ___, ___, ___, ___, ___, ___, ___, ___ 70 80 90 100 Students, you already know how to count by tens. Sometimes we can make counting quicker by skipping some numbers. This is called skip counting. Now, we will skip-count by 5s, 10s, and 100s. Make Connection

2. Concept Development • To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. CFU What number comes next after 430 when counting by 5s? A 435 B 440 What number comes next after 450 when counting by 10s? A 455 B 460 What number comes next after 810 when counting by 100s? A 910 B 820 In your own words, what is skip-counting? “Skip-counting is ______________.” Skip-Count

3. Skill Development/Guided Practice • To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. How did I/you complete the sequence? CFU Skip-count by 5s, 10s, and 100s. 2 Read the numbers. Complete the sequence1. (write) Read the answer aloud. 1 2 3 285 290 295 300 305 365 350 355 360 370 650 620 630 640 660 1 set of things in order Vocabulary 290 300 320 310 330

4. Skill Development/Guided Practice (continued) • To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. How did I/you complete the sequence? CFU Skip-count by 5s, 10s, and 100s. 2 Read the numbers. Complete the sequence1. (write) Read the answer aloud. 1 2 3 650 850 550 750 950 460 760 660 560 860 1 set of things in order Vocabulary

5. Skill Development/Guided Practice (continued) • To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. How did I/you identify the correct answer? CFU Skip-count by 5s, 10s, and 100s. 2 Read the question. Identify2 the correct answer. (circle) Read the answer aloud. 1 2 3 2 find Vocabulary

6. Relevance • To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. Skip-counting by 5s, 10s, and 100s will help you count things quickly. 1 How many balloons? 5 10 15 20 25 Skip-counting by 5s, 10s and 100s will help you do well on tests. 2 Sample Test Question: 24. Which is the correct way to count by 100s? A 410, 420, 430, 440 B 380, 390, 400, 410 C 420, 520, 620, 720 D 375, 380, 385, 390 Does anyone else have another reason why it is relevant to skip-count by 5s, 10s, and 100s? (Pair-Share) Why is it relevant to skip-count by 5s, 10s, and 100s? You may give one of my reasons or one of your own. Which reason is more relevant to you? Why? CFU

7. To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. Skip-count by 5s, 10s, and 100s. Skill Closure Read the numbers. Complete the sequence. (write) Read the answer aloud. 1 2 3 Word Bank skip-count countquickeradd 5add 10add 100 455 460 465 470 475 390 400 370 380 410 Access Common Core Roberto was asked to count by 5s starting at 360. He wrote 365, 375, 385, 395. Do you agree with him? Why or why not? Summary Closure What did you learn today about skip-counting by 5s, 10s, and 100s? (Pair-Share) Use words from the word bank.

8. Independent Practice • To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. Skip-count by 5s, 10s, and 100s. Read the numbers. Complete the sequence. (write) Read the answer aloud. 1 2 3 200 210 190 195 205 870 880 890 900 910 330 430 730 530 630 445 545 645 745 845

9. Independent Practice (continued) • To skip-count is to count quicker by skipping some numbers. • To count by 5s is to count by adding 5 each time. • To count by 10s is to count by adding 10 each time. • To count by 100s is to count by adding 100 each time. Skip-count by 5s, 10s, and 100s. Read the question. Identify the correct answer. (circle) Read the answer aloud. 1 2 3

10. Periodic Review 1 340 345 350 355 360 545 645 745 845 945 Access Common Core 1. Stacey was asked to count by 5s starting at 540. She wrote 545, 555, 565, 575. Do you agree with her? Why or why not? Write the answer the correct way, if needed. 2. Danny was asked to count by 10s starting at 630. He wrote 630, 640, 660, 670. Do you agree with him? Why or why not? Write the answer the correct way, if needed. 3. Stacey was asked to count by 100s starting at 280. She wrote 380, 580, 680, 780. Do you agree with her? Why or why not? Write the answer the correct way, if needed.

11. Periodic Review 2 765 775 785 795 805 545 645 745 845 945 Access Common Core 1. Kevin needs to find out how many chairs there are in the auditorium. If there are ten chairs in each row, what would be the easiest way for him to count eight rows? Explain. 2. Mrs. Cardenas needs to find out how many students are waiting to get into the cafeteria. If there are five students in each row, what would be the easiest way for her to count nine rows? Explain. 3. Adrianna wants to know how many pennies she has in her bank. If she puts the pennies in rolls of one hundred, what would be the easiest way for her to count six rolls? Explain.

12. Periodic Review 3 900 910 920 930 940 345 445 545 645 745 Access Common Core 865, 925, 805 1. From the numbers above, choose a number to start with and skip-count by 10s to 1,000. 165, 260, 305 2. From the numbers above, choose a number to start with and skip-count by 100s to 1,000. 905, 895, 975 3. From the numbers above, choose a number to start with and skip-count by 5s to 1,000.

13. EDI – Cognitive, Teaching, and English Learner Strategies Cognitive Strategies Teaching Strategies Language Strategies Content Access Strategies