GRADE 1 MATH

Teacher Lesson Plan Guide

12 Units • Objectives, Standards, Timing & Differentiation

Companion to: Grade 1 Math - Complete Lessons and Worksheets

Teacher: ______________________________
Class / Period: ______________________________
School Year: ______________________________
Table of Contents

Unit Topic Duration

1 Numbers 0-10: Counting and Recognition 40 minutes

2 Numbers 11-20: Teen Numbers 45 minutes

3 Addition Within 10 45 minutes

4 Subtraction Within 10 45 minutes

5 Addition and Subtraction Within 20 50 minutes

6 Place Value: Tens and Ones 45 minutes

7 Comparing Numbers 40 minutes

8 Shapes: 2D and 3D 45 minutes

9 Measurement: Length 40 minutes

10 Telling Time: Hour and Half Hour 45 minutes

11 Money: Identifying Coins and Values 45 minutes

12 Skip Counting and Patterns 40 minutes

 Unit 1: Numbers 0-10: Counting and Recognition
Standard [Link].A.1 (extends K counting)

Duration 40 minutes

Materials Counters or small objects (buttons, blocks), number cards 0-10, crayons,
worksheet

Learning Objective
Students will count, read, write, and represent numbers 0 to 10 using objects, pictures, and numerals.

1. Warm-Up (5 min)
Sing a counting song (e.g., 'Ten Little Fingers') while holding up fingers to match each number.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● A number tells us how many objects are in a group.
● We count objects one at a time, saying one number word for each object, in order: 0, 1, 2, 3, 4, 5, 6, 7,
8, 9, 10.
● Zero (0) means there are no objects at all.
● Each number can be written as a numeral (5), a word (five), and shown as a group of objects
(★★★★★).
● Practice writing each numeral 0-10 with correct starting points and strokes.

3. Modeled Examples
● Show 4 apple pictures. Count together: 1, 2, 3, 4. There are 4 apples.
● Draw 7 dots on the board. Have students count aloud and write the numeral 7 next to the dots.
● Hold up 0 fingers and ask: how many fingers am I holding up? Answer: zero, none.

4. Guided Practice (10 min)

In pairs, students take turns rolling a 0-10 number cube (or drawing a number card) and drawing that
many stars on a whiteboard.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Numbers 0-10: Counting and Recognition", from the Lessons
and Worksheets book independently or in pairs. Circulate to check for understanding and provide support
as needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “Write the numeral for: ten”
Collect or observe responses to gauge mastery.
Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 2: Numbers 11-20: Teen Numbers
Standard [Link].B.2

Duration 45 minutes

Materials Ten-frames, counters, base-ten rods (or straws bundled in tens), worksheet

Learning Objective
Students will count, read, write, and understand teen numbers (11-20) as ten ones and some more ones.

1. Warm-Up (5 min)
Count aloud as a class from 1 to 20, clapping on every teen number.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● Teen numbers (11-20) are made of one group of ten and some extra ones.
● For example, 14 means 1 ten and 4 ones.
● A ten-frame with all 10 boxes filled plus extra counters helps show this visually.
● We read '13' as 'thirteen' - one ten and three ones.
● 20 is two full tens and zero extra ones.

3. Modeled Examples
● Show a full ten-frame (10 dots) plus a second ten-frame with 5 dots. That is 10 + 5 = 15.
● Bundle 10 straws with a rubber band, then add 3 loose straws: 10 + 3 = 13.
● Ask: how many tens and ones make 17? Answer: 1 ten and 7 ones.

4. Guided Practice (10 min)

Students use two ten-frames and counters to build numbers called out by the teacher (11-20), then write
the numeral.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Numbers 11-20: Teen Numbers", from the Lessons and
Worksheets book independently or in pairs. Circulate to check for understanding and provide support as
needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “Circle the smaller number: 19 or
16” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 3: Addition Within 10
Standard [Link].A.1, [Link].C.6

Duration 45 minutes

Materials Counters, number line 0-10, worksheet, crayons

Learning Objective
Students will add two numbers with sums up to 10 using objects, drawings, and number sentences.

1. Warm-Up (5 min)
Play 'Show Me' - teacher says a number, students show that many fingers, then add one more finger and
say the new total.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● Addition means putting groups together to find how many in all.
● The plus sign (+) means 'combine' or 'put together.'
● The equal sign (=) means 'is the same amount as.'
● We can add by counting all objects, or by counting on from the larger number.
● A number line can help: start at the first number and hop forward for the second number.

3. Modeled Examples
● 3 + 2 = ? Draw 3 dots, then 2 more dots. Count all: 1,2,3,4,5. So 3 + 2 = 5.
● 4 + 4 = ? Start at 4 on the number line, hop 4 more: 5,6,7,8. So 4 + 4 = 8.
● 0 + 6 = ? Adding zero means nothing changes: 0 + 6 = 6.

4. Guided Practice (10 min)

Students roll two dice (dots 0-5 each, or 1-6) and write the addition sentence and sum on a whiteboard.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Addition Within 10", from the Lessons and Worksheets book
independently or in pairs. Circulate to check for understanding and provide support as needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “There are 5 birds on a branch. 2
more birds land. How many birds now?” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 4: Subtraction Within 10
Standard [Link].A.1, [Link].C.6

Duration 45 minutes

Materials Counters, number line 0-10, worksheet

Learning Objective
Students will subtract one number from another (within 10) using objects, drawings, and number
sentences.

1. Warm-Up (5 min)
Start with 10 counters. Take some away while students count how many remain, repeating with different
amounts.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● Subtraction means taking away part of a group to find what is left.
● The minus sign (−) means 'take away.'
● We can subtract by crossing out objects in a picture and counting what remains.
● On a number line, subtraction means starting at the first number and hopping backward.
● Subtracting 0 means nothing is taken away, so the number stays the same.

3. Modeled Examples
● 8 − 3 = ? Draw 8 stars, cross out 3. Count what's left: 5. So 8 − 3 = 5.
● 6 − 6 = ? Take away all 6, nothing is left: 6 − 6 = 0.
● 9 − 0 = ? Take away nothing: 9 − 0 = 9.

4. Guided Practice (10 min)

Students start with 10 counters, teacher calls out a subtraction problem, students physically remove
counters and state the answer.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Subtraction Within 10", from the Lessons and Worksheets
book independently or in pairs. Circulate to check for understanding and provide support as needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “A pond has 8 ducks. 5 ducks
swim away. How many ducks are left?” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 5: Addition and Subtraction Within 20
Standard [Link].C.6

Duration 50 minutes

Materials Ten-frames, counters, number line 0-20, worksheet

Learning Objective
Students will fluently add and subtract within 20 using strategies such as counting on, making ten, and
using doubles.

1. Warm-Up (5 min)
Quick doubles drill: teacher says 'double 6', students respond '12', etc.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● 'Counting on' means starting at the bigger number and counting up the smaller number.
● 'Making a ten' means breaking apart a number to make a friendly group of 10 first, then adding the rest.
Example: 9 + 4 = 9 + 1 + 3 = 10 + 3 = 13.
● Doubles facts (like 6+6=12) can help solve near-doubles (like 6+7=13, which is double 6 plus 1).
● The same strategies work in reverse for subtraction: think 'what number plus this equals that?'

3. Modeled Examples
● 9 + 5 = ? Make a ten: 9 + 1 = 10, then 10 + 4 = 14. So 9 + 5 = 14.
● 13 − 6 = ? Think: 6 + 7 = 13, so 13 − 6 = 7.
● 7 + 8 = ? Near double: double 7 = 14, plus 1 more = 15.

4. Guided Practice (10 min)

Students practice the 'make a ten' strategy with ten-frame worksheets, then move to abstract number
sentences.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Addition and Subtraction Within 20", from the Lessons and
Worksheets book independently or in pairs. Circulate to check for understanding and provide support as
needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “A farmer has 9 cows and 8
goats. How many animals in all?” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 6: Place Value: Tens and Ones
Standard [Link].B.2

Duration 45 minutes

Materials Base-ten blocks, place value mat, worksheet

Learning Objective
Students will understand two-digit numbers as amounts of tens and ones and represent them in multiple
ways.

1. Warm-Up (5 min)
Show a bundle of 10 straws and some loose straws; ask students to guess the total before counting.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● A two-digit number has a tens digit and a ones digit.
● The tens digit tells how many groups of ten; the ones digit tells how many single units.
● Example: 34 = 3 tens + 4 ones = 30 + 4.
● Place value mats with a 'tens' column and a 'ones' column help organize base-ten blocks.
● We can expand a number to show its value: 52 = 50 + 2.

3. Modeled Examples
● Show 4 ten-rods and 7 unit cubes. That is 4 tens and 7 ones, which is 47.
● The number 63 has 6 tens and 3 ones. Expanded form: 60 + 3.
● The number 90 has 9 tens and 0 ones.

4. Guided Practice (10 min)

In pairs, students build numbers from 10-99 using base-ten blocks based on cards drawn, then write the
number in standard and expanded form.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Place Value: Tens and Ones", from the Lessons and
Worksheets book independently or in pairs. Circulate to check for understanding and provide support as
needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “A number has 6 tens and 4
ones. What is the number?” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 7: Comparing Numbers
Standard [Link].B.3

Duration 40 minutes

Materials Number cards, base-ten blocks, worksheet

Learning Objective
Students will compare two two-digit numbers using the symbols >, <, and =.

1. Warm-Up (5 min)
Hold up two number cards; students give a thumbs up for the bigger number.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● When comparing numbers, first compare the tens digit. The number with more tens is bigger.
● If the tens digits are equal, compare the ones digit.
● The symbol > means 'greater than' (opens toward the bigger number).
● The symbol < means 'less than' (opens toward the bigger number, points to the smaller).
● The symbol = means 'equal to' (both numbers are the same).
● A helpful trick: the alligator mouth always eats the bigger number.

3. Modeled Examples
● Compare 42 and 38: 42 has 4 tens, 38 has 3 tens, so 42 > 38.
● Compare 56 and 59: both have 5 tens, but 9 ones is more than 6 ones, so 56 < 59.
● Compare 70 and 70: they are the same, so 70 = 70.

4. Guided Practice (10 min)

Students draw two number cards and place the correct >, <, or = symbol between them using a paper
alligator mouth cutout.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Comparing Numbers", from the Lessons and Worksheets
book independently or in pairs. Circulate to check for understanding and provide support as needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “Team A scored 24 points. Team
B scored 31 points. Which team scored more?” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 8: Shapes: 2D and 3D
Standard [Link].1.G.A.1, 1.G.A.2

Duration 45 minutes

Materials Shape cutouts, 3D solids (cube, sphere, cone, cylinder), worksheet

Learning Objective
Students will identify, describe, and compare defining attributes of two-dimensional and three-dimensional
shapes.

1. Warm-Up (5 min)
Play 'I Spy' shapes around the classroom (e.g., 'I spy something shaped like a rectangle').

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● 2D (flat) shapes include circle, triangle, square, rectangle, and hexagon.
● Each 2D shape is described by its number of sides and corners (vertices).
● A triangle has 3 sides and 3 corners. A square has 4 equal sides and 4 corners. A hexagon has 6
sides.
● 3D (solid) shapes include cube, sphere, cone, cylinder, and rectangular prism.
● 3D shapes have faces (flat surfaces), edges, and vertices; a sphere has no flat faces or edges.

3. Modeled Examples
● A stop sign is shaped like an octagon (8 sides).
● A soup can is shaped like a cylinder - it has 2 flat circle faces and 1 curved surface.
● A die (dice) is shaped like a cube - it has 6 square faces.

4. Guided Practice (10 min)

Students sort a bag of mixed shape cutouts and solids into 2D and 3D groups, then name each shape.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Shapes: 2D and 3D", from the Lessons and Worksheets
book independently or in pairs. Circulate to check for understanding and provide support as needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “Name one real object shaped
like a sphere and one shaped like a cube.” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 9: Measurement: Length
Standard [Link].A.1, [Link].A.2

Duration 40 minutes

Materials Paper clips, unifix cubes, pencils, objects of varying length, worksheet

Learning Objective
Students will order objects by length and measure length using non-standard units.

1. Warm-Up (5 min)
Line up three classroom objects (pencil, book, marker) and ask students to order them from shortest to
longest.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● Length tells us how long or tall something is.
● We can compare two objects directly by placing them side by side, lining up one end.
● To measure length with non-standard units, line up identical units (like paper clips) end-to-end
alongside the object with no gaps or overlaps.
● Count the number of units to find the length. Example: a crayon is 5 paper clips long.
● Longer objects need more units to measure; shorter objects need fewer.

3. Modeled Examples
● Line up paper clips along a pencil: it takes 6 paper clips, so the pencil is 6 paper clips long.
● Compare two ribbons by lining up one end: the longer ribbon sticks out further.
● A table measured in unifix cubes is 20 cubes long, while a book is only 8 cubes long, so the table is
longer.

4. Guided Practice (10 min)

In small groups, students measure 3 classroom objects using paper clips and record results in a table.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Measurement: Length", from the Lessons and Worksheets
book independently or in pairs. Circulate to check for understanding and provide support as needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “Sam's string is 9 cubes long.
Ana's string is 14 cubes long. Whose string is longer, and by how much?” Collect or observe responses to
gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 10: Telling Time: Hour and Half Hour
Standard [Link].B.3

Duration 45 minutes

Materials Demonstration clock with movable hands, individual student clocks, worksheet

Learning Objective
Students will tell and write time in hours and half-hours using analog and digital clocks.

1. Warm-Up (5 min)
Show a clock set to a familiar daily time (like 8:00, breakfast time) and ask students what they might be
doing then.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● A clock has a short hour hand and a long minute hand.
● When the minute hand points to the 12 and the hour hand points exactly at a number, it is that many
o'clock. Example: hour hand on 3, minute hand on 12 = 3:00.
● When the minute hand points to the 6, it is 'half past' the hour, written as :30. Example: hour hand
between 3 and 4, minute hand on 6 = 3:30.
● Digital clocks show time with numbers: hours, then a colon, then minutes (e.g., 3:00 or 3:30).

3. Modeled Examples
● Hour hand on 7, minute hand on 12 = 7:00 (seven o'clock).
● Hour hand halfway between 9 and 10, minute hand on 6 = 9:30 (half past nine).
● Hour hand on 12, minute hand on 12 = 12:00 (twelve o'clock).

4. Guided Practice (10 min)

Students use individual practice clocks to show times called out by the teacher, alternating o'clock and
half-past times.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Telling Time: Hour and Half Hour", from the Lessons and
Worksheets book independently or in pairs. Circulate to check for understanding and provide support as
needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “If it is 3:00 now, what time will it
be in one hour?” Collect or observe responses to gauge mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 11: Money: Identifying Coins and Values
Standard [Link] (supporting standard, state money standards
vary)

Duration 45 minutes

Materials Play coins (or coin pictures), worksheet

Learning Objective
Students will identify pennies, nickels, dimes, and quarters and find the total value of a small group of
coins.

1. Warm-Up (5 min)
Pass around real or play coins and let students describe what they notice about size, color, and pictures
on each.

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● A penny is worth 1 cent (1¢).
● A nickel is worth 5 cents (5¢).
● A dime is worth 10 cents (10¢), even though it is smaller than a nickel.
● A quarter is worth 25 cents (25¢).
● To find the total value of a group of coins, count on starting with the coin of greatest value first.

3. Modeled Examples
● 2 dimes = 10 + 10 = 20 cents.
● 1 quarter + 1 dime = 25 + 10 = 35 cents.
● 3 nickels = 5 + 5 + 5 = 15 cents.
● 1 dime + 3 pennies = 10 + 1 + 1 + 1 = 13 cents.

4. Guided Practice (10 min)

Students sort a mixed pile of play coins by type, then work in pairs to count small combinations and record
the total value.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Money: Identifying Coins and Values", from the Lessons and
Worksheets book independently or in pairs. Circulate to check for understanding and provide support as
needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “Ali has 1 quarter and 2 pennies.
How many cents does he have in all?” Collect or observe responses to gauge mastery.
Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").
 Unit 12: Skip Counting and Patterns
Standard [Link].A.1, [Link].D.8 (pattern reasoning)

Duration 40 minutes

Materials Hundred chart, counters, pattern blocks, worksheet

Learning Objective
Students will skip count by 2s, 5s, and 10s and identify and extend simple repeating patterns.

1. Warm-Up (5 min)
Clap and count by 5s together as a class up to 50 (5, 10, 15, 20...).

2. Direct Instruction (10-15 min)

Introduce the key ideas below using the whiteboard and manipulatives. Model each worked example
aloud, thinking through the steps.
● Skip counting means counting forward by a number other than 1, like 2, 5, or 10.
● Counting by 2s: 2, 4, 6, 8, 10... each time we add 2.
● Counting by 5s: 5, 10, 15, 20... each time we add 5.
● Counting by 10s: 10, 20, 30, 40... each time we add 10.
● A pattern is a repeating sequence, like shapes, colors, or numbers that follow a rule (e.g., circle,
square, circle, square...).
● To extend a pattern, figure out the repeating rule (the 'core') and continue it.

3. Modeled Examples
● Skip count by 2s from 0: 0, 2, 4, 6, 8, 10, 12.
● Skip count by 10s from 0: 0, 10, 20, 30, 40, 50.
● Pattern: red, blue, red, blue, ___. The next shape is red (the pattern repeats red, blue).

4. Guided Practice (10 min)

Students use a hundred chart to color every 5th number, revealing the skip-counting pattern visually.

5. Independent Practice (10 min)

Students complete the matching worksheet, "Skip Counting and Patterns", from the Lessons and
Worksheets book independently or in pairs. Circulate to check for understanding and provide support as
needed.

6. Assessment / Exit Ticket (5 min)

Ask students to solve one final problem independently as a quick check: “A spider has 8 legs. How many
legs do 5 spiders have? (Skip count by... think in groups.)” Collect or observe responses to gauge
mastery.

Differentiation
● Support: Provide manipulatives (counters, ten-frames) and allow extra time; pre-fill part of the
worksheet as a scaffold.
● Extension: Challenge early finishers with larger numbers or ask them to create their own word problem
for a partner to solve.
● English Language Learners: Pair key vocabulary with visuals and sentence frames (e.g., "___ plus ___
equals ___.").