Math lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Count to 20
Number sense
CCSS K.CC.A.1CCSS K.CC.A.2CCSS K.CC.A.3England: Reception NumberEngland: Y1 Number and place value
Objective and success criteria
Students will: Count to 20.
- 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: no earlier skill in the map; start from what students know.
Leads to: Count objects; One more, one less; Teen numbers: ten and some ones
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval: three short questions students should already manage. Answers 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 3? (five / four / three / thirteen) → threePrompt: Count up to the number and listen to the word you say.
- Fill in the missing number: 14, 15, 16, __, 18 → 17Prompt: The numbers go up by 1 each time. What comes after the number before the gap?
Hook · 5 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count to 20. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Fill in the missing number: 3, 4, __, 6, 7
- Step 1: 4, then 5, then 6.
- Step 2: 5
- Answer: 5
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Fill in the missing number: 0, 1, 2, __, 4 → 3Prompt: The numbers go up by 1 each time. What comes after the number before the gap?
- Which word means 4? (three / fourteen / five / four) → fourPrompt: Count up to the number and listen to the word you say.
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which word means 1? (eleven / one / three / zero) → onePrompt: Count up to the number and listen to the word you say.
- Fill in the missing number: 13, 14, 15, __, 17 → 16Prompt: The numbers go up by 1 each time. What comes after the number before the gap?
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
- 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 objects; One more, one less; Teen numbers: ten and some ones.
- 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