Addition Beginnings

Lesson 1: Introduction to Addition

Year Level:

Year 1

Duration:

30 minutes

Class Size:

20 students

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Curriculum Alignment

This lesson addresses the Australian Curriculum v9 content description:

AC9M1N04 - Add and subtract numbers within 20, using physical and virtual materials, part-part-whole knowledge to 10 and a variety of calculation strategies.

Key elaborations to focus on:

• Using physical materials and number combinations within 10 to add collections to 20.
• Understanding ‘putting together’ groups to find totals through hands-on materials.
• Representing addition with appropriate language and symbols (plus + and equals = signs).

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Learning Objectives

By the end of this lesson, students will be able to:

• Understand the concept of addition as ‘putting together’ groups of objects.
• Use counters or blocks to physically combine two groups and find the total.
• Express the addition process verbally using sentences such as "3 and 2 make 5."
• Recognise and use the plus (+) and equals (=) symbols in simple addition.
• Engage with addition through a fun, memorable song to reinforce the concept.

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Resources Needed

• Counters or small blocks (at least 10 per student)
• Whiteboard and markers
• Printed addition symbol cards (+ and =)
• Audio equipment for playing the addition song
• Visual aids with number sentences (e.g., 2 + 3 = 5)

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Detailed Lesson Plan

1. Warm-Up & Introduction (5 minutes)

• Gather students on the floor or a group table.
• Introduce addition by telling a simple story: "If I have 3 toy cars and I get 2 more, how many do I have altogether?"
• Show two small groups of counters representing the numbers in the story.
• Ask students what they notice and how they might find out the total number.

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2. Exploration with Physical Materials (10 minutes)

• Distribute counters or blocks: 10 to each student or pair.
• Give simple tasks:
  • "Can you make a group of 4 counters and another group of 3 counters?"
  • "Now, put the two groups together. How many do you have all up?"
• Encourage students to count all counters slowly to find the total.
• Circulate to support counting and language use.
• Introduce the symbols + and = on cards and whiteboard.
• Write number sentences with their totals, e.g., 4 + 3 = 7.
• Repeat with 2 or 3 more examples using different small numbers.

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3. Addition Song & Movement (5 minutes)

• Play an addition song with simple lyrics about adding small numbers and “putting together.”
• Invite students to sing along with actions like clapping or tapping to count.
• Reinforce the idea that addition is joining groups to make a new number.

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4. Guided Practice using Think Boards (5 minutes)

• Use a large Think Board or paper divided into two parts and a total section:
  • Left section: first group of counters drawn or placed.
  • Right section: second group of counters.
  • Total section: the combined counters.
• Ask volunteers to come up and model an addition task using objects or drawings.
• Together, write the matching number sentence on the board.

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5. Wrap-up and Assessment (5 minutes)

• Ask informal questions to check understanding:
  • "What does addition mean?"
  • "If I have 5 counters and get 2 more, what do I do?"
  • "What is the sign we use for putting groups together?"
• Quick formative assessment: Provide 2 small groups of counters to each student and ask them to combine and state the total verbally or by writing a number sentence (with support).
• Praise all efforts and encourage students to practise “putting together” things during their break time.

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Differentiation

• For students requiring extra support:
  • Use smaller numbers (within 5).
  • Provide one-on-one counting guidance.
• For advanced learners:
  • Challenge by asking them to add two groups without counting individually but by recognising 'subitising' or ‘known facts’ (e.g., 5 + 2).

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Links to General Capabilities & Cross-Curriculum Priorities

• Literacy: Language development through describing addition processes and number story-telling.
• Critical and Creative Thinking: Using materials to explore quantities and different ways to combine them.
• Aboriginal and Torres Strait Islander Histories and Cultures: Incorporate mention of First Nations’ storytelling traditions and modes of teaching through dance and song as elaborated in AC9M1N04_E5 to connect learning culturally.

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Notes for Teachers

• Be patient with slow counters; addition is a new concept at this stage.
• Use encouraging praise frequently.
• Allow time for physical interaction with counters—this is critical to concrete understanding.
• The addition song is a memory aid and should be lively and engaging.

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This lesson plan is designed to spark enthusiasm and fundamental understanding of addition in young learners, fully aligned with the Australian Curriculum v9 Mathematics Year 1 standards, forming a solid starting point for the unit “Addition Adventures in Maths”.