Drain Bugs Numbers

Overview

Today’s 30-minute maths session builds early number sense through a drain-and-bugs theme, using a visual schedule, sensory play, and short, supported counting tasks. The lesson supports pre-primary goals around recognising, representing and ordering small numbers (including zero), and using number names with one-to-one counting.

Learning intentions

• Students will count toy bugs to at least 10, using one-to-one correspondence.
• Students will match numeral cards (including 0) to the correct quantity of bugs.
• Students will sort bugs by size and colour and explain choices using gestures, pointing, or simple words.
• Students will complete a simple “add” in a drain sensory bin (e.g., “1 bug in, 1 bug more, how many now?”) using counting to find the total.

Success criteria

• I can count bugs accurately (each bug counted once) up to 10.
• I can show a number card and place that many bugs in the correct spot, including 0.
• I can sort bugs into groups by size or colour and indicate which group is “more” or “less”.
• I can put bugs into the drain bin and count all the bugs to tell the new total.

Curriculum links

• Number — name, represent and order numbers including zero to at least 20 using physical materials and numerals (focus on small quantities as a foundation).
• Number — quantify and compare collections to at least 20 using counting and demonstrate reasoning (focus on “more/less” for small sets).
• Number — early part-part-whole thinking within small collections using grouping ideas (focus on combining “bugs I already have” and “bugs I add” up to 10).

Lesson structure (30 minutes)

1. 0–3 min · Welcome & visual schedule. Teacher shows the “Today” visual schedule (3–4 steps) and a first/then board; student chooses a “drain” sensory item to touch for regulation.

2. 3–8 min · Sensory count activation (bug tunnel counting). Teacher presents a clear tube “bug tunnel” and a set of 6–8 toy bugs; student moves one bug at a time into the tunnel while counting aloud or using touch-counting if needed.

3. 8–12 min · Numeral match (including 0). On the table are numeral cards 0–5 and two small “drain trays”; teacher asks “Show me ___” and student places the matching number of bugs (with prompts for one-to-one matching).

4. 12–18 min · Sort by size or colour (choice made concrete). Teacher sets out two sorting bins: “big drain bugs” vs “small drain bugs”, or “red” vs “blue” (student chooses which sorting to do first). Student sorts bugs and indicates: “same” or “more” using a visual “more”/“same” card and pointing.

5. 18–26 min · Drain sensory bin addition (count to find the total). Teacher uses a shallow drain bin with water gel/beans/soil-safe beads and two containers labelled “IN” and “MORE”.

• Prompt 1: “Put in 2 bugs.” Student places 2 bugs in the drain and counts them.
• Prompt 2: “Add 1 more bug.” Student adds 1 bug and counts all bugs in the drain to find the total (e.g., 3). Repeat once more with smaller amounts (e.g., 1 + 1 or 2 + 2) depending on engagement.

6. 26–30 min · Quick review & goodbye count. Teacher shows the final drain picture card and asks the student to count the bugs one last time from a fixed arrangement (3–5 bugs). Then the schedule is cleared to signal “finished”.

Resources

• Visual schedule cards (Today steps + first/then)
• Drain-themed counting tray/bin and two “drain outlets”
• Toy bugs (soft or lightweight), enough for 0–10 practice
• Numeral cards 0–5 (large print, high contrast)
• “More/Same/Less” visual cards (simple images + one word)
• Sorting bins for size and colour; bug cards with clear colour markers
• Drain sensory bin: safe sensory base (water gel, coloured rice/beans, or beads), plus a small “IN” and “MORE” container
• Counting prompts: tactile counters/bug stickers; finger or bead counting tool
• Timer (visual, e.g., 1–2 short blocks) and a sensory regulation item (fidget or squeeze ball)

Assessment

• Teacher observes one-to-one correspondence during the tunnel and bin tasks (each bug counted once, not double-counted).
• Teacher checks numeral matching accuracy for 0–5 by recording correct/incorrect matches quickly.
• Teacher notes reasoning signals during sorting (“more/same” via visual card or pointing).
• Optional end check: student shows the quantity for one numeral card (e.g., “5”) at the end.

Differentiation

• Communication support: use consistent sentence frames and visuals (“Put in __.” “Add __.” “Now how many?”). Accept pointing, gesturing, or echoing; avoid forcing full sentences.
• Sensory regulation: include a brief regulation break (touch fidget, deep pressure squeeze, or short movement) before addition if attention drops; allow choice of sensory input (bin material, bug type).
• Attention management: keep each step short (3–6 minutes), use a clear visual schedule, and keep materials limited on the table to reduce distraction. Use a visual timer.
• Autism/ADHD adjustments: provide predictable routines, repeat instructions with the same wording, and offer a “preferred bug” as a reward/bridge to the next step.
• If the student is ready: increase numeral matching to 0–8 and addition to 3–5 total while still counting all items. If not ready: reduce addition to 0 + 1, 1 + 0, and 1 + 1 with heavy modelling.

Note on literacy integration (built into maths)

Use drain-and-bugs micro-prompts throughout: student sees and responds to 3–4 repeat phrases on visual cards (“drain”, “bug”, “more”, “how many?”). Teacher can model saying the numeral word during each count and pair it with a simple sound/gesture the student already uses.