Bug Counting Fun

Overview

This 30-minute maths session is designed specifically for a 9-year-old autistic child with ADHD and PDA, working at a pre-primary maths level. The session uses the child’s special interest in insects (specifically the bugs found in drains) to engage and motivate learning. Activities are multisensory, with tactile and visual supports, tailored for minimal communication skills, and make heavy use of concrete materials to support foundational number concepts.

This plan closely follows the Western Australian Curriculum Foundation Year learning outcomes in Mathematics, specifically focusing on number recognition, counting, quantifying and comparing collections, and partitioning small numbers up to 10.

Learning Objectives

By the end of the lesson, the student will be able to:

Collect, count, and quantify collections of objects (insect counters) to at least 10 using one-to-one correspondence.
Name and recognise numbers up to 10 and understand part-part-whole relationships with collections of insects.
Demonstrate reasoning and communicate understanding through verbal or non-verbal responses supported by materials.
Begin to compare amounts using language such as “more,” “less,” and “same.”

Curriculum Links

Western Australian Curriculum Foundation Year Mathematics:
Number and Algebra:
Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning.
Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals.
Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts.

Materials Needed

Plastic insect counters or printed laminated insect pictures (ladybugs, ants, drain bugs, etc.).
Small ‘drain’ boxes or containers (could be recycled boxes or shoeboxes decorated with drain patterns).
Number cards from 1 to 10 with clear large print.
Visual schedule of the session with pictures/icons.
A large ten-frame board or printed ten-frame mat.
Colourful counters or dots for marking.
Sensory-friendly seating and fidget toys as needed.

Lesson Structure (30 minutes)

1. Welcome and Warm-Up (5 minutes)

Activity: Introduce the learning space and ‘drain bugs’ theme. Use an engaging story or simple sentence like: “Today we are going to find and count bugs living in the drain!”
Differentiation: Use visual supports—show pictures of bugs and drains, use simple gestures. A quiet sensory break corner is available if needed.
Purpose: Build engagement and set expectations.

2. Counting Bugs in the Drain (10 minutes)

Activity: Using the insect counters and the drain boxes, present collections of bugs (starting with 1 up to 10). The teacher places bugs in the drain and asks the student to count them one by one, moving each bug to a separate space as it is counted to reinforce one-to-one correspondence.
Use a ten-frame mat: When the number is reached, place the bugs in the ten-frame to visualise numbers.
Support: Use number cards to show the numeral and say the number aloud.
Interaction: The student places the bugs themselves if able; if not, teacher models and supports the child’s hands.
Differentiation: For minimal communication, allow pointing, transferring bugs, or using eye gaze to indicate responses.
Learning to reinforce: "How many bugs are in the drain? Let's count together."

3. Part-Part-Whole Bug Family (8 minutes)

Activity: Explore part-part-whole concepts with bugs. Start with a number up to 10 (e.g., 6 bugs), then split the bugs into two groups within the drain (e.g., 4 bugs hiding, 2 bugs visible).
Ask: "How many bugs are hiding? How many are visible? How many bugs altogether?"
Use physical partitioning and say the sentence: "6 bugs are 4 and 2."
Visual support: Use simple drawings or a big part-part-whole diagram with bug pictures.
Differentiation: Allow the student to physically move bugs between groups.
Encouraging understanding: Use repetition, positive reinforcement and praise.

4. Comparing Bug Groups (5 minutes)

Activity: Present two drains with different numbers of bugs, for example 3 in one, 5 in another.
Ask “Which drain has more bugs?” and “Which has less?” Use clear gestures, pointing and number cards.
Use terms “more,” “less,” and “same” visually and verbally.
Allow the student to physically move bugs to match or compare quantities.

5. Wrap-up and Choice Time (2 minutes)

Recap the counting and bug groups by showing the ten-frame and bug collections.
Offer choice of “more bug counting” or “exploring bugs in the drain story” next time to empower the student.

Differentiation for Diverse Learners

Communication: Use consistent, simple language and reinforced with visuals, objects, and gestures. Allow responses by pointing, eye gaze, or manipulation of materials.
Sensory Needs: Provide breaks if the child becomes overwhelmed. Use sensory-friendly seating, fidget toys, and a calm atmosphere.
Attention: Keep each part brief (max 10 minutes), use movement breaks between activities.
Motivation: Link strongly to the child’s special interest in bugs and drains. Use the thematic context consistently for all tasks.
Physical Access: Adapt materials and tasks to be accessible to fine motor skills, use hand-over-hand assistance when needed.

Assessment & Evidence of Learning

Observe and record the student’s ability to count bugs one-to-one up to 10.
Note use of language or gesture to indicate understanding of quantity and comparisons.
Document demonstration of part-part-whole understanding through active partitioning.
Collect examples of the student’s interaction with materials, for example, photos or a simple video for reflection.

This lesson plan personalises maths learning to a student’s strengths and interests while strictly adhering to the Western Australian Foundation Year Mathematics curriculum. The hands-on approach and clear differentiation make counting and quantity concepts accessible and engaging for a student with autism and ADHD at pre-primary level. The use of insect and drain themes provides a novel, motivating context conducive to positive learning experiences and meaningful progress.

Teaching Instructions