Beacon Lesson Plan Library
Color Me Green if I Am a Five
Deborah Ford Santa Rosa District Schools
Description
Are your students having a hard time understanding the concept of counting by fives? Here is a quick, sure fire way to get it across to them. Each student will have a hundreds chart and as you discover which numbers are said when counting by fives, the students will color the number and only the number with a green crayon.
Objectives
The student counts orally to 100 or more by 1s, 2s, 5s, and 10s using a hundred chart or concrete materials.
Materials
 Hundreds chart for each student
 Hundreds chart for a overhead projector
 Overhead projector
 Green VisaVis pen
 Green crayon for each student
Preparations
1. Obtain the use of an overhead projector
2. Have a hundreds chart to use on the overhead projector
3. Make two copies of the hundreds chart for each student which can be found in any math series that your school uses.
Procedures
1. Prerequisite for this activity includes knowledge of a two digit number having a tens place and a ones place. For example, every morning we do the calendar and we put a straw in our place value pockets (hundred, ten, one) to count the number of days we have been in school. We discuss how the ones pocket only holds 9 loose ONES. When the straws get to 10 in the ones pockeet the I pretend that the tenth straw will not go in. (Like it has a mind of its own.) That means we BUNDLE the 10 straws( rubber band them) and put them in their very own special pocket call the tens pocket. Now the ones pocket has none so we put a zero above the pocket. We count the bundles of ten in the ten pocket and place the appropriate number above the tens pocket.
2. Set up the overhead projector.
3. Distribute the hundreds chart to each student.
4. Instruct the students to write their names on the charts.
5. Have the students take out a green crayon.
6. Begin by having students identify the number five on the chart.
7. Demonstrate by pointing to the number five on the overhead projector.
8. Instruct the students to color this number with the green crayon.
9. Explain to them how to discover the next five by counting by ones from 6 to 10.
10. Instruct the students to color the number 10 with the green crayon.
11. Demonstrate to them on the overhead how to discover the next five by counting by ones from 11 to 15.
12. Instruct the students to color the number 15 with the green crayon as the teacher demonstrates on the overhead.
13. Identify what is common with the numbers 5, 10 and 15.
14. Observe that the numbers 5 and 15 have a 5 in the ones place and 10 has a zero. (prior knowledge).
15. Instruct the students to locate the next five to be colored green when counting by fives.
16. Observe the students as they are calculating the next number.
17. Demonstrate on the overhead how to discover the next five by counting by ones from 16 to 20.
18. Color the number 20 on the overhead.
19. Identify what is common with the numbers 5, 10, 15 and 20.
20. Observe that every other number has a 5 in the ones place and the other numbers have a 0 in the ones place.
21. Ask the students if they recognized the same number as the teacher. Ask if there is a pattern that students can see. Ask someone to predict the next number in the sequence. (25) Have students count to see if that is correct.
22. Continue in this manner until you feel the students are getting the hang of it.
23. Ask if anyone has a question.
24. Identify the other numbers you say when counting by fives. Do a choral practice of counting by fives (up to 25). Allow individual students to "practice" counting aloud. Let the students work independently to complete their charts. Circulate and offer feedback and assistance if necessary. Listen as students count by fives. Notice those who have difficulty with coloring the correct number on the chart.
25. Color these numbers with the green crayon.
26. Complete the hundreds chart, turn in to teacher when finished.
27. When all is completed then we play a counting game. We go around the room and a student starts at 15 and the next student would count by 5s to the next number. Try a little choral practice with students to count aloud by 5s to 100.
28. A little later or the next day, give students a blank chart and ask them to color in the numbers needed to count to 100 by 5s. Ask each student to say the numbers aloud. (Students may use their charts or may can do it without their charts.)
Assessments
The student understands and applies the concept of counting by fives as evidenced by:
Completing the hundreds chart correctly and without prompting.
Demonstrating the understanding of counting by fives by counting aloud. Students may or may not use their charts.
Listening attentively and is involved in the class discussion by offering solutions.
Students may need much practice and feedback before mastering this skill.
Web Links
This site contains useful helps and ideas about counting and counting patterns. Counting
