Grade 1 Mathematics, Chapter 9: Skip Counting, Patterns, and Equal Groups
Student lessons | Daily practice | Teacher answers | Grade 1 home
Five original guided lessons with worked examples. Teach with concrete objects, appropriate reading support, and age-appropriate supervision. Practice follows each lesson.
Day 1: Count by Twos
Learn: Skip counting by twos adds two each step. Beginning at zero produces even numbers. Use pairs of counters to see why each count represents another complete group of two.
Model and example: Count five pairs of socks: 2, 4, 6, 8, 10 socks. Show five groups rather than merely memorizing the chant.
Guided check: Ask the learner to explain an important idea before moving to the corresponding practice page.
Day 2: Count by Fives
Learn: A five-group can be a hand of five fingers or five marks. Skip counting adds five to the previous number. A tally group of five supports counting actual items.
Model and example: Three groups of five counters are 5, 10, 15, totaling 15. Four groups give 20.
Guided check: Ask the learner to explain an important idea before moving to the corresponding practice page.
Day 3: Count by Tens
Learn: Ten ones form one ten. Skip counting by tens changes the tens place by one when starting at a multiple of ten. Use bundles and a hundreds chart.
Model and example: Starting at 10 and adding three tens produces 20, 30, 40. Starting at 14 and adding ten twice produces 24 and 34.
Guided check: Ask the learner to explain an important idea before moving to the corresponding practice page.
Day 4: Describe Patterns
Learn: A repeating pattern repeats a unit such as red-blue-blue. A growing number pattern changes by a consistent amount. Identify the rule with examples, not just the next term.
Model and example: For 3, 6, 9, 12, the rule is add three. For circle-square-circle-square the repeating unit is circle-square.
Guided check: Ask the learner to explain an important idea before moving to the corresponding practice page.
Day 5: Independent Check
Learn: Use equal groups or a number line to justify skip-counting. State the rule and distinguish a repeated color sequence from a growing number sequence.
Model and example: If a count seems wrong, draw the groups and check that each group has the same size.
Guided check: Ask the learner to explain an important idea before moving to the corresponding practice page.
Development status: This is a supplemental instructional chapter, not a complete annual textbook. Dedicated fillable PDFs, fuller books, comprehensive assessments, and verified Alabama standards mapping remain unfinished. Scripture study is separate from the state academic standards.