Exploring Numbers Together

Overview

Year Level: Foundation (Prep)
Learning Area: Mathematics
Curriculum Reference: AC9MFN01 – Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
Lesson Duration: 4 sessions × 45 minutes each
Class Size: 19 students
School Context: Catholic school, limited resources, focus on individual, play-based learning without rotations or cooperative work
Grouping:

• Group 1: Numbers 1–5
• Group 2: Numbers 5–10
• Group 3: Numbers 10–20

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Key Focus Across All Lessons

Students will:

• Link number names, symbols (numerals) and quantities
• Understand that numbers exist in an order/sequencing
• Develop early concepts of position in a number sequence

Each lesson includes:

• Whole class teacher modelling
• Use of physical or visual manipulatives for learning
• Opportunities for individual exploration and practice
• Differentiation achieved through targeted group focus and tiered questioning/prompts

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🧮 Lesson 1: What's In A Number?

Learning Intent

Students will connect number names and numerals to quantities using manipulatives up to 20.

Success Criteria

• I can say and recognise numbers up to my level (1–5, 5–10, 10–20)
• I can match numbers to groupings of things (e.g., 5 counters)

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Australian Curriculum Alignment

AC9MFN01 – Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond
Also aligned with AC9MFN03 – Recognise, represent and order numbers to at least 20

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Warm-Up (5 mins)

"Show me!" Game Call out numbers 1–20. Students show with fingers, quickly draw on mini whiteboards, or point to numeral cards you hold up. Keep pace brisk to warm up brains.

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Teacher Modelling (10 mins)

Number Table Storytelling (All whole class)

Use an A3 laminated number chart (print one if resources are limited). Tell a story-adventure about a number character travelling from 0 to 20. Use a teddy or toy to "walk" the numbers 0–20.

Example: “Nina the Number Explorer visits 1. There, she finds one apple! At 2, two butterflies fly by!”

Point to each number on the chart, saying number name, showing numeral and briefly depicting matching quantity visually or with enthusiastic storytelling props (e.g., felt pieces, drawings, chalked numbers on a large tile).

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Whole Class Manipulative Activity (10 mins)

Treasure Hunt: Find Your Number!

Use number cards (homemade if needed) and small trays or cups containing beads/counters.

• Lay out number cards on floor: 1–20 in order
• Each student picks a number that matches their group range
• "Treasure hunt" for that many items (e.g. Ben picks 4, finds 4 buttons)
• They place their quantity next to their numeral

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Individual Practice (15 mins)

Group-Based Individual Tasks

Group	Task
Group 1 (1–5)	Use playdough to shape numerals 1–5 and count out matching pom-poms or small pebbles
Group 2 (5–10)	Create "number towers" using Unifix cubes or Lego blocks (1 block for each number)
Group 3 (10–20)	Build a visual number line from 10–20 with card strips and sticker decorations for accurate counting

Support students individually with guided questions:

• “What comes before this number?”
• “Can you find the same amount with little animals instead?”

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Reflection + Closing (5 mins)

"My Favourite Number Today"

Ask each student to share one number they worked with today and something interesting they noticed (e.g. “I liked 7 because it’s more than 5”).

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🔢 Lesson 2: Numbers in Order

Learning Intent

Students will explore number order and identify positions of numbers from 0–20.

Success Criteria

• I can put numbers in order
• I can say what comes before and after my number

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Warm-Up (5 mins)

"Snap & Clap" Number Sequencing

Teacher counts aloud 1 to 20 with snapping fingers for odd and clapping hands for even numbers to develop rhythm and sequencing. Invite students to join in rhythmically.

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Teacher Modelling (10 mins)

"Number Train"

Use large laminated train cutouts (or draw boxes on the floor with chalk if outside!) labelled 0 to 20. Model the train being assembled in order. Add compartments one by one with visible cues.

Ask:

• “What comes after 7?”
• “Who is in the middle of the train?”

Use students to stand holding number cards and "be" the train.

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Whole Class Manipulative Activity (10 mins)

Number Line Jump

Lay out long number line on floor with masking tape and paper numerals 0–20. Students take turns gently hopping along the line, stopping at numbers in their group and saying them aloud.

• Encourage verbalising: “I landed on 8. That’s after 7!”

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Individual Practice (15 mins)

Group	Task
Group 1 (1–5)	Use numeral stickers on pre-numbered lines from 0 to 5. Fill in missing ones
Group 2 (5–10)	Re-order mixed cards 5–10 and glue them in correct order on “Steps to the Castle” worksheet
Group 3 (10–20)	Timeline box: students use strips of numbered pegs or clips (DIY with cardboard) and place them in correct ascending order

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Reflection + Closing (5 mins)

Quick Round: What’s My Position?

Call out numbers, ask: “What comes before ___?” or “What would come after ___?” Let students answer verbally.

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💡 Lesson 3: Name That Number

Learning Intent

Students identify number names and understand their use in problem-solving and everyday contexts.

Success Criteria

• I can write and read my focus number in words
• I can say how many things a number represents

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Warm-Up (5 mins)

"Counting with Claps"

Call out numbers, students respond by clapping that many times.

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Teacher Modelling (10 mins)

"Numbers in Real Life"

Use a photobook or big flashcards with real-life pictures:

• 1 apple, 5 fingers, 10 toes, 20 stairs

Write numeral and word next to each:

• “This is a photo of 3 ducks. That’s the word three — t-h-r-e-e.”

Read and write number words 1–20 aloud together.

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Whole Class Manipulative Activity (10 mins)

"Dino Dig Numerals"

Place number-word labels in sand tray/boxes and have numerals (wooden/plastic or written on bottle caps) hidden beneath.

Students dig and find matching numerals then count matching items into cups.

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Individual Practice (15 mins)

Group	Task
Group 1	Trace number words and match with counting pictures (e.g., 1 – 🐥)
Group 2	Number word jigsaw cut-outs to match numerals and pictures
Group 3	Make "Word Bracelets" – string beads with letter beads for number words 10–20 (+ one for correct number of coloured beads)

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Reflection + Closing (5 mins)

“Word Whisper”

Using whisper voices, students pass a number word ear-to-ear around the circle and last person says it aloud!

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🎯 Lesson 4: That’s My Number!

Learning Intent

Students consolidate their understanding of numbers in sequence, their position, and associated quantities and names.

Success Criteria

• I can identify a number by name, numeral, and amount
• I can find its position in a number sequence

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Warm-Up (5 mins)

“Roll & Race!”

Use big foam number dice. Roll a number and find its partner from a flashcard wall.

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Teacher Modelling (10 mins)

"Mystery Number Bag"

Pull items from a bag one at a time:

• “I have 6 pencils. Can we find the number six on the line? What does that look like in words?”

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Whole Class Manipulative Activity (10 mins)

"Number Towers"

Students build Unifix towers using rolled dice (1–20). Place towers on a visual number mat. Discuss:

• “Which tower is tallest?”
• “What comes right after 9?”

Support students in identifying their tower’s numeral and writing/drawing their own version on simple tracing sheets.

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Individual Practice (15 mins)

Group	Task
Group 1	Make a "My Favourite Number Book" with number name, traceable numeral and a drawing
Group 2	Create a rainbow number: trace and colour number, stick matching items around it
Group 3	Make a mini "Poster Number Profile" with: numeral, number name, quantities, what comes before/after

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Reflection + Closing (5 mins)

Number Show & Tell

Invite 3–4 students to share their number profile or tower. Celebrate different ways we can know and show a number!

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Differentiation Tips for Struggling Learners

• Use visuals: Real objects, photo cards, finger counting
• Repetition: Repeat numbers often through chants, claps
• Keep consistent language: “What comes next?” “How many?”
• Peer scaffolding discouraged as per instructions: Provide adult support/helpful verbal cues instead

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Materials List (Low-Resource Friendly)

• Number cards 0–20 (print, handwritten, laminated optional)
• Mini whiteboards OR scrap paper
• Basic manipulatives: buttons, pop sticks, beads, dry pasta
• Playdough
• Recycled packaging for posters (e.g. old folders)
• Sand tray or shallow box for "dig" activity
• A3 number line printouts or masking tape floor lines

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Final Thought for Teacher:

Consistency is key at this level. Revisit, revise, repeat — with joy and spark. Inject spirit through stories, sensory tools, and celebration. Each child’s number journey is a sacred step in their mathematical faith path.