1. Counting Patterns Unit of Study: Place Value Concepts Global Concept Guide: 4 of 4

2. Content Development  Students will have the opportunity to extend their thinking with counting patterns within 100.  Students will be recognizing the standard patterns by counting forward and backward by 1s, 5s, and 10s.  Students may also discover additional patterns, however, before concentrating on additional patterns make sure students can count by 1s, 5s, and 10s starting at any given number. E.g.: starting at 17 and counting by 5s. (17, 22, 27, 32…)  Counting patterns is a foundation for building efficient addition and subtraction strategies.  In Ch. 2, it will address number patterns within 1,000 OMIT GO Math Lesson 1.9.

3. Day 1  The focus of Day 1 is to count forwards and backwards by 1s, 5s, and 10s with numbers less than 100 using a hundred chart.  At this time, students should be recognizing patterns within the hundreds chart (even and odd, patterns of 5s and 10s on the hundreds chart).  Hundred charts are used to help show patterns within skip counting forward and backward. Students should be able to use dry erase markers or counters to show the patterns.  Integrate word problems that focus on counting by 1s, 5s, and 10s using the hundred chart to support student learning. Model additional word problems as needed from GO Math pg. 44 #15-18.

4. Day 2  The focus of Day 2 is to count forwards and backwards by 1s, 5s, and 10s with numbers less than 100 using an open number line.  An open number line is an empty line used to record children’s counting patterns by 1s, 5s, and 10s. The student can start with any number and use any increment amount.  Integrate real world word problems that focus on counting by 1s, 5s, and 10s using the open number line to support student learning. e.g. Your goal is to read 30 pages of your book. You plan to read 5 pages each day. How many days will you need to reach your goal? Show how you know using a number line.

5. Day 3  The focus of Day 3 is to count forwards and backwards by 1s, 5s, and 10s with numbers less than 100 but starting at any other number than a multiple of 5 and 10.  To extend student understanding of skip counting by 5s and 10s, students need to understand that skip counting can begin at ANY number.  Integrating real world word problems that focus on counting by 1s, 5s, and 10s beginning at any number. Ex. 1: Daniel has $4. He wants to buy a skateboard that costs $39. He earns $5 a week for his allowance. How many weeks will it take before he can buy the skateboard? Ex. #2: Aisha is counting backwards by 5s. She started at 63. One of the numbers she said is 37. Is Aisha correct? Justify your thinking.

6. Enrich/Reteach/Intervention  Students can skip count with other numbers besides 1s, 5s and 10s starting with any number. The Enrich lesson on 41B and Going Deeper TE pg. 43 is an appropriate way to extend students’ thinking within this concept.  For students that are struggling with this concept, spend more time with a small group looking for patterns within hundred charts and open number lines.