Math lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes
One more and one less with pictures
Number sense
CCSS K.CC.B.4cEngland: Reception NumberEngland: Y1 Number and place value
Objective and success criteria
Students will: One more and one less with pictures.
- 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 pictures from 6 to 10
Leads to: the next skill in this area.
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 pictures from 6 to 10). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- How many squares are there? ■ ■ ■ ■ ■ ■ ■ ■ ■ → 9Prompt: The top line has 5. Start at 5 and keep counting.
- Count only the stars. How many stars are there? ★ ■ ■ ■ ★ ★ ■ ★ ■ ★ ★ → 6Prompt: Skip the squares: they do not count.
- How many squares are there? ■ ■ ■ ■ ■ ■ → 6Prompt: The top line has 5. Start at 5 and keep counting.
Hook · 3 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: One more and one less with pictures. 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: There are 2 diamonds here. One more is added. How many are there now? ◆ ◆
- Step 1: 2 + 1 = 3
- Step 2: 3
- Answer: 3
- 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.
- There are 2 triangles here. One more is added. How many are there now? ▲ ▲ → 3Prompt: One more means the next number when you count.
- There are 10 diamonds. One is taken away. How many are left? ◆ ◆ ◆ ◆ ◆ ◆ ◆ ◆ ◆ ◆ → 9Prompt: One less means the number just 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.
- I am one more than 7 and one less than 9. What number am I? → 8Prompt: What is one more than 7?
- There are 5 diamonds here. One more is added. How many are there now? ◆ ◆ ◆ ◆ ◆ → 6Prompt: One more means the next number when you count.
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 pictures from 6 to 10.
- 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
- 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