Number Fun Time

Overview

Year Level: Foundation (Prep)
Subject: Mathematics
Lesson Duration: 60 minutes
Class Size: 28 students

Australian Curriculum Alignment

Curriculum Area: Mathematics – Number and Algebra
Foundation Level Content Description (ACMNA002):
Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond.
(ACMNA003):
Subitise small collections of objects.
(ACMNA004):
Compare, order and make correspondences between collections, initially to 20, and explain reasoning.

Learning Intentions

• I am learning how to use a number line up to 20.
• I am learning how to move forwards on a number line to add two numbers.
• I will explore numbers through movement, visual tools, and hands-on practice.

Success Criteria

By the end of this lesson, students will be able to:

• Identify and use a number line to count to 20.
• Use a number line to solve simple addition problems (e.g., 4 + 3).
• Explain how they moved along the number line to find the answer.

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🏃‍♂️ Warm-Up: Jump and Bob (5 minutes)

Purpose: To activate bodies and brains, ready for focused learning.

Activity:
In the classroom or outside space, call out numbers between 1 and 10. Students listen and complete the correct number of alternating jumps and bobs:

• Jump = A big jump with arms up high.
• Bob = A squat down nice and low.

Examples:

• “6!” → Students do 3 jumps, 3 bobs.
• “9!” → 5 jumps, 4 bobs.

End with a counting chant together, from 1 to 20, using their fingers and voices.

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📘 Explicit Teaching: Introduction to Number Lines (10 minutes)

Teaching Focus

Introduce the number line as a tool that helps us count and add. Use a large floor number line (0–20) made from laminated cards or masking tape and chalk if outdoors.

Steps:

1. Model Making the Number Line:

   • Lay out number cards 0 through 20 in a line on the floor.
   • As a class, count together while placing them.

2. Demonstrate Addition:

   • Stand on number 4. Say, “Let’s add 3. I will jump forward 3 times.”
   • Count the jumps aloud: “One – that’s 5, two – that’s 6, three – that’s 7!”
   • Ask: “What’s 4 + 3?” (Draw attention to the process.)

3. Try a Few More:

   • Teacher repeats with 2 simple problems using different students to “be the jumper.”
   • E.g., 5 + 4, 2 + 6.

Teaching Tip: Use the phrase “Hop forward to add” so students remember how adding works on the number line.

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🧩 Activity Time: Explore and Add (35 minutes)

Split students into six small groups (4–5 students per group). Each station should support different learning styles - hands-on, visual, collaborative, and creative.

Station Rotation (During 35 minutes, each group will rotate through 3 stations, approx. 10–12 minutes each.)

🔢 Station 1: Giant Floor Number Line (Explicit Practice)

• Equipment: Floor number cards 0–20, task cards.
• Task: Students work in pairs. One reads a card (e.g., “Start at 6. Add 5”), the other becomes the jumper and completes the addition. Record answers on mini whiteboards.
• Differentiation: Include visual cues and represent with blocks if needed.

🎲 Station 2: Addition Dice Race

• Equipment: Number lines (0–20), two dice per student, counters.
• Task: Roll two dice. First number = where you start. Second number = how far to move on the number line. First to complete 5 sums wins.
• Encourage explaining moves: “I rolled 3 and 6. I moved forward 6 from 3 and landed on 9.”

🎨 Station 3: Build Your Own Number Line

• Equipment: String, pegs, number cards, paper strips for custom number lines.
• Task: Students create a mini number line using string and pegs, and then illustrate a sum using clothespin pegs or markers. (E.g., Peg at 7, jump 3 forward.)
• Follow-up: Draw what the sum looked like.

Optional Extension Station

🧱 Station 4: Lego Line

• Using Lego bricks to build a physical number line. Kids can physically add by moving a character along the Lego line. Visually builds number sense.

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🧠 Plenary: Reflect and Share (10 minutes)

Group Discussion (On the mat):

• "What did you notice about using a number line to add?"
• "Could we use it for subtraction, too?"
• Share favourite stations and “aha!” moments.
• Pick one or two students to demonstrate a sum on the giant number line.

Student reflection prompt (verbal or drawn):

"I used a number line to show... (+ a drawing or explanation)."

Assessment for Learning: Teachers observe students at stations, noting:

• Confidence identifying numbers
• Ability to move correctly on the number line
• Use of mathematical language (e.g., “plus”, “add”, “jump”, “equals”)

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📌 Adjustments and Differentiation

• Support: Use smaller number lines (0–10) or use visual counters to help scaffold.
• Challenge: Use addition problems with missing parts (e.g., “I landed on 9 after 4 jumps. Where did I start?”).
• EAL/D students: Provide visuals, hand signals for “plus” and “equals”, simple language support cards.

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🧰 Materials Checklist

• Giant floor number line (0–20)
• Number cards
• Mini-whiteboards and markers
• Dice and counters
• String, pegs, laminated number cards (for peg line)
• Addition task cards (laminated for reuse)
• Lego or manipulatives
• Visual prompt cards

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💡 Teacher Tips

• Use bright colours and student voice recordings to make the number line interactive.
• Invite students to be the “teacher” during floor demonstrations.
• Use familiar contexts: snack time (“I have 3 grapes, I get 2 more — how many now?”)

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👣 Next Steps

In future lessons:

• Introduce subtraction on a number line ("jumping backwards").
• Connect addition to real-life scenarios using class pets, birthdays, or nature walks.
• Integrate digital tools like interactive number lines on the smartboard.

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This lesson builds deep foundational understanding of numbers, supported by movement, collaboration, and creative play — just the beginning on their maths journey!