Math lesson plan · Kindergarten (Reception and Year 1 in England) · 60 minutes
Count objects
Number sense
CCSS K.CC.B.4CCSS K.CC.B.5England: Reception Number
Objective and success criteria
Students will: Count objects.
- 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: Compare numbers to 10; Add and subtract within 5; Halves and quarters
Materials: Place value chart, Base-ten blocks or a number line, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 6 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: 15, 16, 17, __, 19 → 18Prompt: The numbers go up by 1 each time. What comes after the number before the gap?
- Which word means 8? (seven / eighteen / eight / ten) → eightPrompt: Count up to the number and listen to the word you say.
- Fill in the missing number: 4, __, 6, 7, 8 → 5Prompt: The numbers go up by 1 each time. What comes after the number before the gap?
Hook · 6 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count objects. Read the success criteria together.
I do: model it · 12 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Jamal sees 2 blue cars and 4 yellow cars. How many is that altogether?
- Step 1: Start at 2, count on 4.
- Step 2: 2 + 4 = 6
- Answer: 6
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Kofi sees 5 cats and 4 dogs. How many is that altogether? → 9Prompt: Start at 5 and count on.
- Diego sees 1 big shells and 3 small shells. How many is that altogether? → 4Prompt: Start at 1 and count on.
You do: independent practice · 17 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 · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Omar sees 6 ducks and 3 frogs. How many is that altogether? → 9Prompt: Start at 6 and count on.
- Lucia sees 2 ducks and 6 frogs. How many is that altogether? → 8Prompt: Start at 2 and count on.
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: Compare numbers to 10; Add and subtract within 5; Halves and quarters.
- 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