**Lesson Plan #4**: 5s Count Bys

**Performance Objective: **Given a worksheet, students will correctly answer 5s count-bys and multiplications at least half of the time.

**Resources or Materials Needed: **Math Board, marker, counters, pencil, worksheet

**Time: **60 minutes

**Step 1: Pre-Instructional Activities: **Instruct students to find a partner and hand out a math board to each pair. On the number path around the outside, instruct students to circle sequential groups of 5 up to 50, and write the totals so far next to each group. After circling the first group, have them say all together, “1 group of 5 is 5.” After circling the next group have them pause and say, “2 groups of 5 is 10.” Repeat until they circle 10 groups of 5.

**Step 2: Content Presentation: **Begin lesson as partner work and end with individual work to check for understanding.** **

**Step 3: Learner Participation: **As the students are writing on their math boards, move around the room and informally assess how they are doing. Correct errors as needed. As they finish, have the students read the totals out loud in order, “5, 10, 15, 20, 25, 30, 35, 40, 45, 50.” Teach the students that we call these numbers count bys. They are the numbers we say when we count by 5s. Tell students that they can use multiplication equations to represent a repeated group of numbers. Write on the white board: 1x5=5. Teach the class that this equation means that 5 is 1 group of 5. It is read as “One times five equals five.” Instruct the students to to write the next multiplication equation on their math boards. 2x5=10. Ask the class what this equation means. It means two groups of five equals ten. Repeat with the remaining factors up to 10. While completing this exercise, ask questions such as “What patterns do you notice?” “Can we make any rules?” “How can you test that rule?”

**Step 4: Assessment: **Students complete a multiplications with 5s worksheet independently at their desk. (See Appendix D)

**Step 5: Follow-Through Activities: **Some students may have troubles picturing what is meant by a group of five objects. Have those students use counters as a visual when reteaching this concept.

**Lesson Plan Summary: **Start the lesson engaging students with partner work. Begin as a large group while walking around and informally assessing how the students are grasping onto the new concept and end instruction with individual work. These instructional strategies support the learning theory of Constructivism because students rely on prior knowledge of addition and skip counting to recall what has been previously learned.