Math Review Games

Overview

In this lesson 10 of 10, students review key number skills from the unit through short, engaging games. They practise counting, representing quantities, and using addition in practical situations, while also recognising common shapes in collaborative tasks.

Learning intentions

Students will:

• name and represent numbers to 20 using physical materials and numerals
• recognise and name how many objects are in a collection up to 5 using subitising
• partition and combine collections up to 10 using part-part-whole thinking
• represent practical addition situations using counting or subitising strategies

Success criteria

Students can:

• show a number with counters and match it to the numeral (to 20)
• tell how many are in a small group (up to 5) without counting every object
• explain how a total (up to 10) can be split into two parts and recombined
• use counters/pictures to show what happens when we add and count or subitise to find the total

Curriculum links

• Mathematics — Number: AC9MFN01 (name, represent and order numbers including zero to at least 20)
• Mathematics — Number: AC9MFN02 (recognise and name number of objects up to 5 using subitising)
• Mathematics — Number: AC9MFN04 (partition and combine collections up to 10 using part-part-whole relationships and subitising)
• Mathematics — Number: AC9MFN05 (represent practical addition and subtraction and quantification using counting or subitising strategies)

Lesson structure (30 minutes)

1. 0–3 min · Warm-up chant (ordering). Teacher leads a quick forwards counting chant from 0 to 10, then 10 back to 0, using a number line on the board. Students join in and use finger tracking along the number line.

2. 3–8 min · Subitising sprint (collections up to 5). Teacher holds up dot-card or ten-frame images for 1–2 seconds and asks “How many?” Students answer with a number card (1–5), then quickly check by showing their fingers only (no recounting).

3. 8–14 min · Game 1: Number match (to 20). Teacher explains the rules: each pair takes a set of numeral cards (0–20) and a tray of counters; one student draws a numeral, the other builds the matching quantity, then they swap roles. Students match and show their work, aiming for accurate one-to-one matching and correct numerals.

4. 14–20 min · Game 2: Part-part-whole puzzle (to 10). Teacher models with 6 counters in two parts (e.g., 4 and 2), using language “It’s 6 because it’s 4 and 2.” Students work at tables with a partition mat (totals 0–10) and counters: they build a total, split it into two parts in a new way, and say both parts aloud to a partner.

5. 20–26 min · Game 3: Adding story counters (practical addition). Teacher tells two short role-play additions using classroom objects (e.g., “We have 5 apples. Then 3 more come. How many now?”) and shows how to represent with counters in two groups, then count on or subitise to find the total. Students use their own counters or quick drawings to show each story and hold up the correct numeral for the total (within 0–10 for this round).

6. 26–30 min · Whole-class recap + exit check. Teacher asks: “Show me 7 with counters,” “How many in this group up to 5?” and “Make 8—what are two parts?” Students respond using gestures, number cards, and verbal explanations; teacher collects a quick single-skill check from 3–4 students during the final minute.

Resources

• dot cards and/or ten-frame cards for 1–5
• number cards 0–20 (individual set for each pair)
• counters (at least 2 handfuls per table group)
• partition mats with “total” spaces up to 10
• story prompt cards for simple addition (totals kept within 10 for this game segment)
• classroom number line (0–20) for warm-up
• student recording sheets (optional quick draw boxes for addition stories)
• timer (for short game rounds)

Assessment

• Observation during subitising sprint: listen for accurate “how many” answers up to 5 without counting.
• During number match: check that students represent the numeral quantity correctly and can show it with counters.
• During part-part-whole puzzle: listen for correct identification of two parts that combine to make the total (up to 10).
• Quick exit check: teacher selects a few students to demonstrate one skill (e.g., make a given number with counters, or state two parts of a total).

Differentiation

• Support:
• Provide sentence starters: “I see ___.” “It is ___ because ___ and ___.” “The total is ___.”
• Use colour-coded counters or marked partition areas to reduce confusion when splitting totals.
• For number match, start with narrower ranges (0–10) for students needing extra time.
• Extension:
• Ask students to make the same total in two different ways (for example, “Show 8 as 3 and 5, now show it another way.”).
• Include one “count on” prompt in addition: “How do we know the next number after the biggest group?”
• EAL/SEN:
• Keep game instructions consistent and repeat them with gestures (draw, build, show).
• Offer non-verbal response options (holding up numerals/placing counters) for students who need more time with language.
• Behaviour/engagement:
• Use short rounds (2–3 minutes) with quick handovers and clear “show me” expectations.