### Skip-Counting

SKIP-COUNTING
A valuable skill at any level
Ms. Hancock
2010
SKIP-COUNTING



Often taught in the latter part of First Grade and
In higher grades multiplication is taught in its
place.
Both are sound, valid skills necessary for
students to be successful in school and life.
WHAT HAPPENS TO SKIP-COUNTING?

Why do we stop teaching and using skip-counting
in our classrooms?
Is it . . .


Because once a student learns multiplication it
becomes a skill no longer necessary for one’s toolkit?
Because students always hated skip-counting by
anything other than 2’s, 5’s, 10’s, and 25’s?
or is it . . .
Because we as teachers forget the value of the skill in
light of TAKS (STAAR) requirements?
 Because we’ve always done it that way?

WHY DOES SKIP-COUNTING REMAIN A
VALUABLE TOOL?

First, and foremost, it keeps our minds active
and flexible.
If students are using their brains, they’re less apt to
get themselves into trouble.
 Keeping one’s mind flexible may aid in encouraging
creativity.
 May help stave off the onset of Alzheimer's or
ameliorate the symptoms.
 It can be fun to see how far you can get before
stumbling.

WHY DOES SKIP-COUNTING REMAIN A
VALUABLE TOOL?

It can be used in a variety of places.

Grocery store – everything is not a multiple of the
same price.

You might have 3 items at \$2.60 and 2 items at 1.50:



\$2.60…\$5.20…\$7.80…\$9.30…\$10.80 /or/
\$2.60 times 3 = \$7.80; \$1.50 times 2 = \$3.00; \$7.80 plus
\$3.00 = \$10.80.
Both arrive at the same answer, but in the first example
each item is handled only once.
WHY DOES SKIP-COUNTING REMAIN A
VALUABLE TOOL?

It can be used for a variety of reasons . . . The
only thing that changes is the starting place.

Start at 2 and count by 2’s: 2, 4, 6, 8, 10, 12, 14 . . . .

Start at 3 and count by 2’s: 3, 5, 7, 9, 11,13, 15 . . . .

Start at -0- and count by 13’s: 13, 26, 39, 52, 65 . . . .

Start at 266 and count by 7’s: 273, 280, 287, 294 . . . .

etc.
WHAT WE KNOW . . .

Students want to be engaged

Students love to play games on the computer

Students want graphics, sounds, and movement

Teachers want their students to be engaged

Teachers want their students to learn

Teachers want to “work smarter, not harder”
SO, WHAT CAN WE DO?
Incorporate SCRATCH into your daily routine!
SCRATCH MAIN SCREEN
SCRATCH is an
intuitive, easyto-learn
software that
can be used:
•To
engage
students in
games to assist
their learning.
•Teach students
beginning
programming
skills.
•Provide
teachers with
to assist student
learning.
•Does
not require
strong
programming
skills.
•Many lessons
SCRATCH (LOCATE DESIRED FILE)
available:
SkipCounting!
steps:
1.
Find the
SCRATCH file
on your
desktop.
2.
Double-click on
the file name.
SCRATCH MAIN SCREEN
Since this
program has
written:
Click on the Full
Screen”
Button
(Found in the
upper righthand corner)
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
Welcome to
SCRATCH!
To begin program,
click on the little
green flag in the
upper right-hand
corner . . . .
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
Today we are
going to learn to
count by 2s.
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
Enter the
number you
want to start
with here and
click on “enter”
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
We will start
with the number
2
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
Notice that the
“Current Number”
is now the number
you chose to begin
with.
directions: If we
current number),
how many do we
have?”
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
Notice that the
“Current Number” is
now the number you
entered.
The Cat has
GROWN! Your
directions: If we
number), how many
do we have?”
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
Oh no! An
incorrect
response has
been entered!
The Cat has
DISAPPEARED
and a Purple
Monster has taken
his place.
Look at the current
number again.
directions: Try
(to the current
number), how
many do we have?”
SCRATCH (IN FULL SCREEN PRESENTATION MODE)
Eureka! You
entered the
correct
Notice that the
“Current Number”
is now the number
you entered.
The Cat is BACK!
correct!
directions: If we
current number),
how many do we
have?”
(You may also
click on the small