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Subject: Mathematics
Semester: 1
Period: 1
Week: 3
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 2
Date: Week 3
Lesson Duration: 45 minutes
Week & Period: Week 3, Period 1
Topic: Counting in Sequences – 2s, 5s, and 10s up to 100
Sub-topic: Skip-counting
Learning Objectives
By the end of the lesson, students should be able to:
• Count by 2s, 5s, and 10s up to 100
• Recognize patterns in skip-counting
• Apply skip-counting in solving problems
Previous Knowledge
Students already know how to count numbers in ones.
Instructional Materials
Mathematics textbook for Grade 2
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher sings a number rhyme with the class (1, 2, 3 …). Teacher asks: Can we count faster by skipping numbers?
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Skip-counting means counting numbers by adding the same number each time. Counting in 2s: 2, 4, 6, 8, … 100. Counting in 5s: 5, 10, 15, 20, … 100. Counting in 10s: 10, 20, 30, … 100. Patterns: Numbers in 2s are even numbers. Numbers in 5s end with 0 or 5. Numbers in 10s end with 0.
Learners’ Activities (Expanded):
Learners chant numbers in 2s, 5s, and 10s together. Learners fill in missing numbers in a skip-counting chart. Learners play a game where they clap only on multiples of 5.
Assessment Checks:
What is skip-counting? Write numbers from 10 to 100 counting in 10s. Which numbers end with 5 between 5 and 50?
Notes (Expanded & Detailed):
Skip-counting helps us to count faster. It is useful in grouping and multiplication. Numbers in 2s, 5s, and 10s form special patterns.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Skip-counting is counting by adding the same number each time. We can count by 2s, 5s, and 10s up to 100.
Evaluation Method (Expanded):
Exit slip/quiz: Fill in the blanks: 10, __, 30, __, 50. Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Practice counting in 2s, 5s, and 10s up to 100 at home.
Follow-up Activity:
Draw number charts to practice skip-counting.
Differentiation / Inclusive Strategies
Use songs for auditory learners, charts for visual learners, and clapping games for kinesthetic learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low