| Full lesson | Create for a teacher a set of content for giving a lesson, beginning with the lesson plan. Each new block of materials must begin with an H1 heading (other subheaders must be H2, H3, etc). When you describe required pictures, write those descriptions in curly brackets, for example: {A picture of a triangle} |
| Which subject | Mathematics |
| What topic | Numbers 1-10 Students will learn to count early to 10 both forwards and backwards |
| What length (min) | 60 |
| What age group | Year or Grade 1 |
| Class size | 20 |
| What curriculum | envision Mathematics copyright 2024 |
| Include full script | |
| Check previous homework | |
| Ask some students to presents their homework | |
| Add a physical break | |
| Add group activities | |
| Include homework | |
| Show correct answers | |
| Prepare slide templates | |
| Number of slides | 5 |
| Create fill-in cards for students | |
| Create creative backup tasks for unexpected moments |
Numbers 1-10
Year/Grade 1
6-7 years old
Mathematics
20 students
Envision Mathematics Copyright 2024
| Step Number | Step Title | Length (minutes) | Details |
|---|---|---|---|
| 1 | Introduction to Counting | 10 | Introduce the topic of counting 1-10. Discuss the importance of numbers in daily life. |
| 2 | Group Activity: Counting | 15 | Divide students into groups of 4. Provide counting manipulatives for hands-on counting activities. Students practice counting in groups. |
| 3 | Printable Cards Distribution | 5 | Hand out printable cards to each student. Instruct them on what they will need to fill in during the lesson. |
| 4 | Individual Practice | 15 | Students fill in their printable cards with the numbers 1-10. Teacher circulates to assist. |
| 5 | Random Checking | 10 | Collect or conduct quick random checks of the filled cards to assess understanding without presentations. |
| 6 | Counting Backwards | 5 | Lead the class in counting backwards from 10 to 1 together. Reinforce understanding through participation. |
| 7 | Assigning Homework | 5 | Assign homework related to numbers 1-10, explaining expectations clearly. Ensure students understand. |
Wrap up the lesson by reinforcing what was learned about numbers 1-10, addressing any questions, and reminding students of their homework task.
"Good morning, everyone! Today, we're going to dive into the exciting world of numbers! We're focusing on counting from 1 to 10. Did you know that numbers are everywhere in our daily lives? From the time on the clock to the number of apples in a basket, numbers help us make sense of the world. Can anyone tell me a place where you see numbers every day?"
(Pause for responses, engage students’ ideas.)
"Great! Numbers are not just important, they are fun to learn too! Let’s get started!"
"Now, I want everyone to turn to your partner. I will divide you into groups of four. Each group will receive a set of manipulatives—these could be blocks or counters. Your task is to practice counting together. One of you will start by counting to 5, then the next student will count to 10, and you’ll pass it along in your group. Remember, it's important to help each other out! Let’s see how many different ways you can count together!"
(Give students 15 minutes to count, circulating to assist as needed. Encourage collaboration.)
"Alright, everyone! I have these very special printable cards for you. Each card has space for numbers 1 through 10. I will hand these out to you now. When you receive your card, I want you to look closely at it. You will be filling in this card in a little bit, so be sure to keep it safe on your desk and don't write on it just yet. Does everyone understand?"
(Pause for nods or questions.)
"Fantastic! Let me hand these out."
"Now it's time for some individual practice! Look at your printable cards. I want each of you to fill in the numbers from 1 to 10. Make sure to write your numbers clearly. Remember to look closely at how I’m writing them on the board as a guide."
(After writing numbers 1-10 on the whiteboard for reference.)
"You have 15 minutes to complete your cards. If you have any questions while you work, please raise your hand, and I’ll come around to help you. Ready? Go!"
"Okay, time's up! Now, I would like everyone to pass their printable cards to me. I will quickly do some random checks to see how well we've grasped our numbers. If I call your name, you’ll read your numbers out loud, and I’ll make sure everything looks good."
(Quickly check cards, asking a few students to share their results.)
"Wonderful job, everyone! It’s great to see so many correct numbers. If you had any mistakes, don't worry; we’re here to learn together."
"Now, let’s have some fun with counting backwards! Everyone stand up! We’re going to count backwards from 10 all the way to 1 together. Are you ready? I’ll count with you: 10, 9, 8…"
(Lead the class in counting backward, encouraging enthusiasm and participation.)
"Great job, everyone! It's a little tricky, but you did it wonderfully!"
"Before we wrap up, I want to talk about your homework for tonight. I would like you to practice writing the numbers 1 to 10 again on a blank sheet of paper. Make sure your numbers are neat! You can also draw a picture of something that represents that number, like an apple for the number 1 or five stars for the number 5. Make sure to bring it back to class tomorrow, so we can share what we created! Are there any questions about the homework?"
(Pause for any questions.)
"Perfect! I'm excited to see everyone’s work. Remember, numbers are important, and practice makes perfect!"
"Alright, class, let's take a moment to review what we've learned today about numbers 1 to 10. Can anyone tell me why learning to count is important?"
(Pause for responses.)
"Exactly! Numbers help us with all sorts of things. You did an amazing job today. If you have any questions while working on your homework, feel free to ask tomorrow. Remember your assignment for tonight, and I'll see you all back here ready to learn more!"
"Have a fantastic day!"
| Slide Number | Image | Slide Content |
|---|---|---|
| 1 | {Image: A clock showing time} | - Introduction to counting from 1 to 10 - Numbers are everywhere in our lives - Engage students about where they see numbers |
| 2 | {Image: Students working in groups} | - Group activity: counting together using manipulatives - Count to 5, then to 10 in turns - Encourage collaboration and support in groups |
| 3 | {Image: Printable cards with numbers} | - Distribution of printable cards for counting 1-10 - Focus on keeping cards safe and not writing on them yet - Understand the task of filling them out |
| 4 | {Image: Student writing at a desk} | - Individual practice: filling cards with numbers 1-10 - Refer to teacher's writing on the board as a guide - Time allocated for completion and assistance available |
| 5 | {Image: A teacher checking student work} | - Random checking of filled-in cards - Students read their numbers aloud - Encouragement for correct answers and learning from mistakes |
Write the numbers from 1 to 10 in order on a blank sheet of paper.
For each number, draw a picture that represents that number. For example, draw one apple for the number 1, two balloons for the number 2, and so on up to ten.
Count backward from 10 to 1 and write down the numbers in reverse order.
Find something in your home that corresponds to any number from 1 to 10. Write a sentence describing what it is and which number it represents.
Write a short paragraph about why you think learning to count is important. Give at least two reasons.
Practice counting with a family member. How many times can you count to 10 together without making a mistake? Record the number of times.
Create a simple number line from 1 to 10 and label it, making sure to include each number and a small drawing for one item that matches each number.
Numbers written in order from 1 to 10: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Pictures representing numbers (examples):
Numbers written in reverse order: 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
Responses may vary. Example: "I found three toy cars. The number it represents is 3."
Example: "Learning to count is important because it helps us with math and helps us understand quantities in our daily lives."
Responses may vary. Record the total count times together.
Number line should include:
| Question | Answer |
|-------------------------------------------------------|--------|
| What are the numbers we focused on counting today? | |
| Can you name one place where you see numbers every day?| |
| How many students are in each group for the activity? | |
| What manipulatives did we use to practice counting? | |
| What is the task with the printable cards? | |
| How long do you have to complete your printable cards? | |
| What will we do after passing our cards to the teacher? | |
| How do we count backwards from 10? | |
| What is the homework assignment for tonight? | |
| Why is learning to count important? | |Can you think of a time when you used numbers in a fun way outside of school? What were you counting?
If you could create a new number between 1 and 10, what would it be called and what would it represent?
How many different objects can you see in the classroom right now? Can you count them and tell us the total?
If you were to count backwards from 10 to 1 while doing a silly dance, what dance moves would you include?
What is your favorite way to practice counting? Do you like using counters, drawing, or maybe singing songs?