Math lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes
Count forward from any number (to 30)
Number sense
CCSS K.CC.A.2England: Reception NumberEngland: Y1 Number and place value
Objective and success criteria
Students will: Count forward from any number (to 30).
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Count to 20
Leads to: Count back from 10 and from 20; Add by jumping along a number line (to 10); Add by counting on from the bigger number
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Count to 20). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Fill in the missing number: 6, 7, 8, __, 10 → 9Prompt: The numbers go up by 1 each time. What comes after the number before the gap?
- Which word means 14? (twenty-four / thirteen / fourteen / fifteen) → fourteenPrompt: Count up to the number and listen to the word you say.
- Fill in the missing number: 1, __, 3, 4, 5 → 2Prompt: The numbers go up by 1 each time. What comes after the number before the gap?
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count forward from any number (to 30). Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Keep counting: 21, 22, 23, __
- Step 1: 23 + 1 = 24
- Step 2: 24
- Answer: 24
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Keep counting: 18, 19, 20, __ → 21Prompt: Each number is one more than the one before.
- Spot the mistake. Which number is wrong? 24, 52, 26, 27, 28 (24 / 52 / 26 / 27 / 28) → 52Prompt: Each number should be one more than the one before.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Keep counting: 24, 25, 26, __ → 27Prompt: Each number is one more than the one before.
- Spot the mistake. Which number is wrong? 22, 32, 24, 25, 26 (22 / 32 / 24 / 25 / 26) → 32Prompt: Each number should be one more than the one before.
Watch out for
- Reading 1,045 as one thousand four hundred five: point to each place and say its value.
- Thinking a longer number is always bigger, even with decimals (0.45 vs 0.5).
Support and stretch
Support
- Review first: Count to 20.
- Use concrete materials: place value chart.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Count back from 10 and from 20; Add by jumping along a number line (to 10); Add by counting on from the bigger number.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder