Math lesson plan · 1st grade (Year 2 in England) · 60 minutes
Count in fives
Number sense
CCSS 1.OA.C.5England: Y1 Number and place value
Objective and success criteria
Students will: Count in fives.
- 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 100 by ones and tens
Leads to: Count groups of the same coin; Read and make tally marks; Count objects in equal groups
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 100 by ones and tens). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Count by tens. What is missing? 50, __, 70, 80, 90 → 60Prompt: Each number is 10 more than the one before.
- Count by tens. What is missing? 10, 20, __, 40, 50 → 30Prompt: Each number is 10 more than the one before.
- Count by tens. What is missing? 60, __, 80, 90, 100 → 70Prompt: Each number is 10 more than the one before.
Hook · 6 min
- Show a number in the news or a price tag and ask what each digit is worth.
- Share the objective: Count in fives. 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: Count in fives. What is missing? 5, 10, 15, __, 25
- Step 1: 15 + 5 = 20
- Step 2: 20
- Answer: 20
- 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.
- Count in fives. What is missing? 60, 65, __, 75, 80 → 70Prompt: Numbers in the fives count end in 5 or 0.
- Which number would you say when counting in fives from 0? (62 / 65 / 69 / 67) → 65Prompt: Counting in fives from 0, every number ends in 5 or 0.
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.
- Which number would you say when counting in fives from 0? (15 / 16 / 12 / 17) → 15Prompt: Counting in fives from 0, every number ends in 5 or 0.
- Count in fives. What is missing? 35, __, 45, 50, 55 → 40Prompt: Numbers in the fives count end in 5 or 0.
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 100 by ones and tens.
- 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 groups of the same coin; Read and make tally marks; Count objects in equal groups.
- 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/grade-1.
Free lesson plan from eurekami.com/lesson-plan-builder