MATHS GRADE 1

TERM 1 - LESSON 1
Number & Problem Solving: Counting Pt. 1

Skills Covered:
a. Maths Skills - Introduction to, and practice with counting using concrete and pictorial practice.
b. Soft Skills - COLLABORATION

Resources Required: rules flashcards, plastic fruit/food, pieces of lego/counters/toy cars in bags, chalk/chunky pens/paints/glitter, coloured card

Language Focus: one, two, three, four, five, six, seven, eight, nine, ten

BEFORE CLASS - See Suggestions Here

Take the time to apply one or two of the ‘Before Class’ suggestions to encourage student engagement - make it a fixed part of your student’s routine - young learners
become very attached to their routines and once they know this is part of it, they will respond, if not at first, then after some time.

DURING CLASS - See Suggestions Here

STAGE, TIMING & PROCEDURE SUPPORT AND CHALLENGE

Support Challenge

Lead-in / Review 1. Number Song Let's Count 1-10 Some Ss may struggle with song Some Ss may know the songs
words - support them with the very well from English class. Get
Timing: 5 mins
counting part and physical them to come stand up in front
Aim: to get Ss engaged movements. Don’t worry if they can’t with you and the TA and help
in Maths, doing repeat all the words. you lead the class in the songs.
something physical, and Give them a big round of
reviewing previous applause when they come up
knowledge, while giving
and praise them for
latecomers a chance to
volunteering.
arrive.

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Classroom 1. Go through class rules: elicit each rule by holding up the Choose the weaker Ss to elicit the Choose the confident Ss to re-
Management flashcard and once Ss name it, choose one to put it up in a rules from and bring the flashcard up inforce the rules.
good visual zone where it can be referred to, easily. to the front and stick it up.
Timing: 2-3 mins 2. Remember to elicit what the reward is for success: stars,
merit badges, candy, stickers etc.
Aim: to begin the class
officially and encourage
positive student
engagement through
setting up of rules and
reward system

[CONCRETE] 1. Read ‘The Very Hungry Caterpillar’. Count the food Be mindful of the different processes in these tasks which may need
slowly and encourage Ss to count with you if they can. support.
2. Let’s Count - Show Ss some plastic fruit/food
Identify and manipulate (preferably ones from the story) and select 10 of one Observe how Ss interact with the sequence of activities. Support those Ss
object (eg. apples). Show Ss one at a time, count to and who lack confidence by modelling, questioning and explaining.
Timing: 5-10mins say the number, and have them repeat it after you (1,
Confident Ss could be encouraged to model for peers.
12, 123, 1234, etc.). Finish by counting all ten and saying
Aim: To explore the ‘10 apples’. Encourage Ss to compare groups of objects - which is a larger group /
physical properties of 3. Ordering Numbers - put Ss into large groups. Give each smaller group or greater than / less than. This assists Ss to develop
concrete objects or group a mixture of small objects (pieces of perception and awareness besides reinforcing relationships between
actions, and to develop lego/counters/toy cars) in a bag. There should be 10 numbers.
early reasoning and different groups (10 paper clips, 9 green counters, 8 red
fluency skills lego blocks, 7 yellow counters, 6 toy cars, etc.). Ask Ss to
group together all the things that are the same. Then
ask, “What is there 1 of? What is the next number, 1…?
What is there 2 of? Lets count and check? Let’s put it
next to 1?” At the end, each group should have objects
in groups in ascending order.
4. Close activity and refer to CRM system.

CONCRETE] Assist Ss with completion if time is Confident Ss could be

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MATHS GRADE 1
Timing: 10mins Assist Ss to see the spatial aspects of
the task at hand.
Aim: To develop fluency
and problem solving
skills, using concrete
materials and verbal
reasoning to represent
and attempt to solve a
problem.

[PICTORIAL] 1. LB p. 4-5 - Numbers Up to Ten - Ss count the objects in Diffident Ss should be encouraged to Include early finishers in
the pictures and look at the corresponding numeral. work slowly through the task - it is observations and questions
Move between using Have Ss make that number out of plasticine/playdough. important to gauge their sense of about their work.
physical objects and 2. Close activity and refer to CRM system. participation and praise the effort /
visual representations completion of each stage of the task. This will provide you with
of those objects evidence of Ss observing,
listening and responding.
Timing: 15mins

Aim: To identify and

PERSONALISED 1. T Bk p.4 - Order - assign each Ss a number and have Encourage focus on participation Encourage Ss to draw on their
PRACTICE them make two-sided number cards. Ss could make rather than on how many processes knowledge and share their
them using chalk/chunky pens/paints/glitter etc. Then were completed. learning and ideas.
Timing: 15 mins
play games described in book.
Aim: to give Ss more 2. Close activity and refer to CRM system. Use TA and peer support to achieve
practice in a full participation.
If time permits, encourage Ss to
personalised context
If time permits, encourage Ss to attempt the activity in Challenge
Pg 4 in pairs.
1) Practise forming numerals (T
book, Pg.9-10)
2) Use counters to make 10 in

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MATHS GRADE 1
different ways (Skill Builder
Pg 5

REFLECT & WRAP UP 1. Counting 1-10 Song Remember: praise each child individually before they leave, and praise
the process (effort, persistence, strategies, focus), not the person. e.g.
Timing: 5 mins “you worked really hard today!” NOT “you’re so clever!”
2. Close your CRM System - count up stars or however you
Aim: to remind Ss what and your Ss like to track progress and then link to the
(Processes can be refined, grown, become stronger. Person praise
they did in class and rewards and hand out stickers to put into their books or
implies a fixed quality - you’re clever. If you try something harder and
finish the session with merit badges etc etc.
make a mistake, you’re no longer clever. Better to be safe than try
usual closing routine something new.)

AFTER CLASS: FAMILY FUN - don’t forget to give the ‘Today-In-Class’ Letter to your Ss or, wherever possible, to the parent or caregiver directly. Then you can follow
up with them at the next lesson - ‘did you try counting family members at home?’ ‘How did Minh/Q.Anh/Elsa do?’ etc etc.