Counting and Sorting Fun

Learning Objectives

Aligned with the Western Australian Curriculum for Foundation Year (Pre Primary):

• AC9MFN03 - Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning.

• AC9MFST01 - Collect, sort and compare data represented by objects and images in response to given investigative questions that relate to familiar situations.

• AC9MFN04 - Partition and combine collections up to 10 using part-part-whole relationships and subitising to recognise and name the parts.

These objectives focus on counting, sorting, and beginning addition with physical objects, supporting early numeracy with contextual materials that relate to the learner's specific interests.

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Student Profile

• Age: Pre Primary level (Foundation Year)

• Interests: Drains and bugs living inside

• Needs: Autism and ADHD (PDA profile), minimal communication skills

• Instructional Setting: One-on-one homeschooling

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Lesson Duration

30 minutes

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Materials Needed

• Toy bugs of various types and colours (e.g., plastic ants, beetles, spiders)

• Drain-themed containers or trays (e.g., small plastic trays shaped or decorated to look like drains or drain covers)

• Sand or water tray for sensory play

• Small scoops or spoons

• Counting mats or number cards (0–10)

• Visual schedule with simple icons for lesson flow

• Communication cards with pictures and simple hand signs (if used)

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Lesson Structure

1. Welcome and Sensory Connection (5 minutes)

• Begin with a calm sensory activity using the sand/water tray that represents a 'drain.' Invite the student to explore the sensory tray with scoops and bug toys “going down the drain.”

• Use slow, rhythmic motions to regulate sensory input, accommodating sensory needs.

• Use simple signs or pictures to communicate: "Play," "More," "Stop," "Bug," and "Drain" to support minimal communication.

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2. Counting Bugs Activity (8 minutes)

• Place a few toy bugs (start with 3) alongside the drain tray.

• Present them on a counting mat with numbers 1 to 5 visible.

• Encourage the student to place the toy bugs on the mat, counting each one aloud or using fingers. Model counting with enthusiastic and repetitive gestures.

• Use one-to-one correspondence: One bug for one number.

• If the student shows interest, increase the number up to 10, keeping the pace slow and adjustable.

• Communication support: Use picture cards showing numbers with corresponding bugs.

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3. Sorting Bugs by Type or Colour (7 minutes)

• Present a mixed collection of toy bugs.

• Invite the student to sort bugs into drain-themed containers based on type or colour.

• Use clear, simple language or visual cues: "Sort red bugs," "Sort spider," "Put in drain."

• Celebrate the sorting success with enthusiastic praise and visual rewards (stickers or stamps).

• If the student struggles to sort, provide hand-over-hand guidance or narrow choices (start with sorting two colours/types).

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4. Simple Addition with Bugs (7 minutes)

• Using the sorted bugs, create two small groups (e.g., 2 red bugs and 3 black bugs).

• Physically combine the groups in the drain tray.

• Model the addition: "Two bugs plus three bugs. How many bugs now?"

• Help the student count the combined group.

• Use number cards to visually support the counting and adding process.

• Keep the numbers small (up to 5) to ensure success and understanding.

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5. Closing and Reflection (3 minutes)

• Review the activities using the visual schedule, showing pictures of counting, sorting, and adding.

• Use communication cards to ask simple yes/no or choice questions: "Did you like counting bugs?" "More bugs next time?"

• Provide positive reinforcement and a small sensory reward (e.g., gentle hand massage or preferred toy).

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Differentiation Strategies

• Communication Support: Use visual supports, picture cards, and simple Auslan signs as appropriate. Allow responses through gestures, pointing, or sounds.

• Sensory Regulation: Adjust sensory input by monitoring tone, texture, and pacing; include breaks or calming sensory activities if needed.

• Engagement: Use the student's special interests (drains and bugs) as motivators and keep tasks concrete and hands-on.

• Pacing and Choice: Allow the student to dictate pace and choose activities to foster autonomy and reduce anxiety.

• Physical Supports: Provide hand-over-hand assistance if required.

• Predictability: Use a visual schedule to help the student anticipate transitions.

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Assessment

• Observe the student’s ability to count toy bugs with one-to-one correspondence.

• Note participation and success in sorting bugs by colour/type.

• Monitor understanding of simple addition through combination and counting of groups.

• Check engagement level and responses to sensory activities for ongoing adjustment.

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This lesson capitalises on the student's interest in drains and bugs to build foundational numeracy skills including counting, sorting, and introduction to addition. It blends play-based learning with sensory modulation strategies, ensuring accessibility as per the Western Australian Pre Primary Curriculum standards. The use of visuals and hands-on materials supports communication and engagement, providing a nurturing and structured learning environment tailored to diverse learning needs.