# Skip Counting to Understand Multiplication

Do you need extra help for EL students? Try the Ways to Represent Skip CountingPre-lesson.

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Do you need extra help for EL students? Try the Ways to Represent Skip CountingPre-lesson.

Students will be able to use skip counting as a strategy to multiply two single-digit factors.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
(5 minutes)
• Ask your students to join you as you count by two aloud. Count to 20.
• Tell students, "We just skip counted by two."
• Review: What is Skip counting? (Counting by a number other than one.) Why do we do it? (To count numbers or items faster.)
• Relate skip counting to multiplication (i.e., skip counting can help us understand multiplication because it helps us count in equal groups to reach a number, like counting ten groups of two to get to 20).
(10 minutes)
• Draw a number line on the board and show students how they would make ‘jumps’ along the number line to skip count by twos.
• Point out the equal sized jumps and explain that when they are skip counting, they are actually counting equal sized groups.
• Display a hundreds chart inside plastic sleeve so that it is wipeable.
• Count by twos and, using a wipeable pen, circle each multiple of two up to 20 on the chart.
• Explain, "If I wanted to know what 2 times 7 was, I would count by twos 7 times." Demonstrate by counting seven circled boxes.
• Wipe clean and repeat with multiples of 5.
• Ask, "How can I figure out what 5 times 8 is?" Have students count with you as you count eight circled boxes to get to 40.
(10 minutes)
• Have students pair up and hand out a Skip Counting to 100 worksheet to each student.
• Guide students through one ‘round’ of the worksheet by skip counting to 100 by twos, colour coding each multiple.
• With their partner, have students skip count by three, colour coding the multiples as they count.
• Stop between each round of skip counting and ask students to use the numbers they colour coded on their chart to identify a product (i.e. what is 7 times 12?).
• Continue until all factors to nine are colour coded in different colors.
(20 minutes)
• Hand out the Skip Count to Multiply worksheet and review the example.
• Have students complete the worksheet independently.
• Circulate and offer support as needed.
• Go over the worksheet with the class.

Support:

• Provide a hundreds chart with some multiples highlighted and have students fill in missing multiples using skip counting.
• Review multiples of two, five, and 10 using the Skip Counting Chart worksheet.

Enrichment:

• Have students skip count starting at a number greater than 100 (i.e., skip count by threes, starting at 246).
(5 minutes)
• In small groups of five to seven, have students skip count popcorn style by having each successive student shout out a multiple of a given number (i.e. student one says 6, student two says 12, student three says 18). Encourage students to skip count as high as possible.
• Listen in to groups to check for understanding.
(5 minutes)
• Show students the video of skip counting songs or teach them to sing along using a CD (see suggested media).

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