## One, Two, Skip a Few

In this lesson, children will use skip counting by fives and tens to count large quantities of math manipulatives.

### Math Lesson for:

Toddlers/Preschoolers

(See Step 5: Adapt lesson for toddlers or preschoolers.)

### Content Area:

Algebra

### Learning Goals:

This lesson will help toddlers and preschoolers **meet the following educational standards**:

- Understand numbers, ways of representing numbers, relationships among numbers and number systems
- Understand meanings of operations and how they relate to one another
- Understand patterns, relations and functions

### Learning Targets:

After this lesson, toddlers and preschoolers should be **more proficient** at:

- Counting with understanding and recognizing “how many” in sets of objects
- Understanding situations that entail multiplication and division, such as equal groupings of objects and sharing equally
- Sorting, classifying and ordering objects by size, number and other properties

## One, Two, Skip a Few

### Lesson plan for toddlers/preschoolers

#### Step 1: Gather materials.

**Manipulatives**(five different groups of anything that you have a lot of—blocks, snap cubes, pattern blocks, etc.)**Chart paper****Markers**

**Note**: Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

#### Step 2: Introduce activity.

- Pour out the different manipulatives into five different piles around the room. Put the blocks in one area, the snap cubes in another area and so on. Make sure the children have enough room to count the piles into smaller groups.
**Explain**to the children that we have a lot of manipulatives and they are all dumped out of their containers and in piles all over the floor. Wonder out loud to yourself: “I wonder**how many**manipulatives we have? I wonder**how many**blocks we have? I wonder**how many**snap cubes we have?”**Ask**the children: “Who wants to**count**all of these for me?” Select some eager volunteers and have them begin**counting**. It should be a laborious process as they**count**one by one. Then**ask**:**count**all of these blocks? The snap cubes? And the other piles that we have around the room?” Write down the different ways the children come up with to count the blocks until they suggest**counting by fives or tens**.**Model**how the children can**group**the blocks into smaller piles of fives and/or tens.**Explain**that the children will be**dividing**up into smaller groups and each group will**count**a pile of manipulatives and report back with their findings. Each person within the group will be working on making a pile until all of the manipulatives are used. Different groups can be**counting**by different numbers. Depending on ability, you could have one group**counting**by fives, another group**counting**by tens, another group**counting**by twos, and so on.

#### Step 3: Engage children in lesson activities.

**Divide**the children up into groups and assign each group to a station with a pile of manipulatives. Allow all of the children to begin working at the same time.- Walk around the room and monitor the groups. Once they have all of their manipulatives
**grouped**into**equal**piles,**model**and remind the children about**skip counting**. You might want to provide some scrap paper to each group so that they can keep track of their sorted groups and write down their final totals. - Many of the piles will not have the exact number of objects to be
**grouped**into**even**piles and will have some left over.**Explain**to the children what to do with these “leftover” manipulatives at the end when they are**counting**up their final**total**. - Bring the children back to the rug area. Have the children call out their
**totals**one by one. Record the numbers on the chart paper and then let the children determine which pile has**more**or**less**. Re-order the**totals**from the**least**to the**greatest.** - After the children clean up, go over the activity and remind the children that, when there are large amounts of things that need
**counting**, a good way to make**counting**quicker is to use**grouping**and**skip counting**just like you did today.

**Additional Extensions**

- Once the children have
**counted**and**totaled**one pile of manipulatives, send them to a different pile of manipulatives to double check the**total**.**grouped**and**skip counted**by fives the first time, have them**group**and**skip count**by a different number (twos or tens) when they count the next pile.

#### Step 4: Teach math vocabulary.

**Groups**:**groups**of blocks do you have?”)**Sort**: Separating the items according to a given attribute (e.g.,“Let’s**sort**the blocks into equal groups of five.”)**Count**: To identify the amount of something by number**Skip count**: To count forward or backwards in multiples or intervals of a given number**Less**: Not as many as**More than**: A value that is higher or greater in number**Total**: The complete amount of items counted

#### Step 5: Adapt lesson for toddlers or preschoolers.

##### Adapt Lesson for Toddlers

###### Toddlers may:

- Be having difficulty with one-to-one correspondence and sequential ordering
- Be just starting to understand the concept of
**grouping**and**skip counting**

###### Home child care providers may:

- Make smaller piles for the children to count (have a pile of 10 blocks that they can begin with and add more as they become more confident)
- Provide a number line as a reference point for the children (provide visual cards that have two objects on them so that the children know what a group of two looks like. Provide visuals that support the children when they are grouping and counting their manipulatives.

##### Adapt Lesson for Preschoolers

###### Preschoolers may:

- Have grasped the concept of
**skip counting**

###### Home child care providers may:

- Reinforce this skill and provide additional practice by providing two different piles of manipulatives for the children to
**count**(also, if the children**grouped**and**skip counted**by fives the first time, have them**group**and**skip count**by a different number when they are**counting**the second pile)

### Suggested Books

by Roberta Arenson (MA: Barefoot Books Ltd, 2000)*One, Two, Skip A Few*by Keith Baker (CA: Sandpiper, 2004)*Quack & Count*by Stuart J. Murphy (New York: HarperCollins, 1999)**Spunky Monkeys on Parade**(Math Start 2)

### Music and Movement

**Skip counting songs**www.songsforteaching.com/math/skipcountingpatterns/- “
**Skip-Counting Reggae Man**” www.songsforteaching.com/math/multiplication/skipcounting/reggaeman.htm **Math: Skip Counting**www.pinterest.com/moon__child/math-skip-counting/

### Outdoor Connections

**Play “Beanbag Toss.” **Using sidewalk chalk, create a large, multicolored grid. Depending on the number you are focusing on, put the multiples of that number in the grid, in ascending order. Leave some of the squares blank.

70 | 65 | |||

50 | 55 | 60 | ||

45 | 40 | |||

30 | 35 | |||

25 | 20 | 15 | ||

5 | 10 |

**Toss the beanbag**. Wherever the beanbag lands, the children must hop to that number, only landing on squares with numbers and reciting the numbers that they land on. For example, if the beanbag lands on “55,” the child begins by hopping onto 5 and calling out “5.” Then he hops to the number 10 and calls out “10.” The child does this until he/she reaches the number that has the beanbag: 55. If the beanbag lands on a blank square, the child tosses again. This can be done to reinforce skip counting by any number.

### Web Resources

**Balloon Pop Math-Skip Counting**www.sheppardsoftware.com/mathgames/earlymath/BalloonPopSkip.htm**The Counting Game**members.learningplanet.com/act/count/free.asp**Children can count by twos, threes, fours, fives, sixes, sevens, eights, nines or tens to one hundred**

www.abcya.com/number_bubble_skip_counting.htm**The Big Farm**lp.bigfarm.goodgamestudios.com/?country=us&pid=30&gid=15&network=d&creative=38336411467&placement=www.free-training-tutorial.com&keyword=farmville%202%20com&camp=8&adgr=2&gclid=CIT70ra-1r4CFY3m7AodeEMA1Q&lp=az1

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