This Mathematics unit addresses a range of number concepts involving identifying, sequencing and representing.
It consists of 10 lessons of approximately 60 minutes duration.
The sequence of lessons and suggested time frames should be regarded as a guide only; teachers should pace lessons in accordance with the individual learning needs of their class.
An assessment task for monitoring student understanding of the unit objectives is included and will require an additional lesson.
This unit plan includes the following resources:
- Goals – Numeracy (Lower Elementary)
- Identifying Numbers PowerPoint
- Identifying Numbers – Jungle Number Hunt Worksheet
- Zero to Twenty Posters
- Numbers in the Environment – Number Hunt Worksheet
- Numbers in Our Environment – Recording Worksheet
- I Can See Numbers Everywhere! – Recording Numbers Booklet
- Sequencing Numbers PowerPoint
- 1 to 9 Number Sequencing Sausage Dog Activity and Template
- Number Sequencing 1 to 20 – Worksheet
- 1 to 20 Clothesline Number Cards
- Number Patterns PowerPoint
- Alien Number Sequencing Cards – 1 to 20
- Number Pattern Worksheets – 1 to 20
- Ten in the Bed – Counting Activity
- Five Speckled Frogs Worksheet
- Counting Collections and Connecting Numbers PowerPoint
- Counting Collections to 20 Worksheet
- 1 to 20 Dump Truck Number Cards
- 1 to 20 Parking Lot Number Match
- 0-11 Number Matching Game
- Subitizing Small Collections PowerPoint
- Subitizing 1 to 12 – Snap and Memory Game
- Subitizing Numbers to 10 Worksheet
- Subitizing 1 to 12 – Domino Cards
- Subitizing Leap Frog Game
- Numbat Nelly’s Number Making Challenge Booklet
- To identify the numbers from 0 to 10.
- To identify numbers in our environment.
- To sequence the numbers from 1 to 10.
- To sequence the numbers from 1 to 20 and identify missing numbers.
- To identify number patterns to 20.
- To understand how number stories and rhymes can help with counting.
- To count small collections to identify 'how many'.
- To connect numbers by their name, numeral and quantity.
- To use subitizing to count small collections.
- To quickly identify a small collection of objects with the use of subitizing.
Prior to commencing the unit, develop a numbers display in the classroom. Display posters, word wall vocabulary and learning goals that the students will engage with throughout the unit to stimulate their learning. For examples of such resources, browse the Place Value category on the Teach Starter website.
There are many concepts to address when introducing numbers to younger students. The lessons in this unit cover a range of these concepts, many of which have varying degrees of complexity. Teachers are encouraged to select lessons from the unit that best suit the learning needs of their students, or to adapt lessons accordingly.
Some of the resources which accompany this unit plan will need to be prepared prior to teaching. For this reason, it is advised that teachers browse through all lessons before commencing the unit.
National Curriculum in England alignment
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