Number Fun Together

Overview

This two-lesson plan is designed for Foundation Year (Kindergarten) students in Australia with complex learning and behavioural needs, focusing on manipulating numbers up to 20. It follows the Victorian Curriculum Foundation level, specifically targeting the learning area of Mathematics: Number and Algebra.

The lessons use hands-on, sensory, and interactive games supporting diverse learners, with clear WALT statements, dyslexia-friendly language, and visual supports. Differentiation and extension strategies are included to challenge advanced learners and support varying needs within a small class of 10 students.

---

Lesson 1: Exploring Numbers up to 20

WALT (We Are Learning To)

• Name, represent, and order numbers up to 20.
• Use physical and visual materials to connect quantities with numerals.

Victorian Curriculum Links

• AC9MFN01: Name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals
• AC9MFN03: Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning

Success Criteria

• I can count out objects up to 20.
• I can match a number to a group of objects.
• I can put numbers in order from 1 to 20.
• I can say which number is one more or one less.

Resources

• Number cards 0–20 with dyslexia-friendly font and symbols
• Collections of tactile objects (blocks, pom-poms, counters)
• Large number line floor mat (0 to 20)
• Magnetic numbers or Velcro-backed numerals
• Counting songs with simple visuals

Activities with Timings

1. Welcome & Counting Warm-Up (10 minutes)

   • Sing a Counting Song (e.g., "Count to 20") with actions.
   • Use finger counting and encourage repeat counting in groups.
   • Visual cues: Number cards shown large on board.

2. Hands-On Group Sorting (15 minutes)

   • Provide tactile objects in a sensory box.
   • Ask students to ‘collect me 10 blocks’ or ‘show me 7 pom-poms’.
   • Use number cards to match the collected quantity.
   • Use dyslexia-friendly verbal prompts and visual cues.

3. Ordering Numbers on Large Floor Number Line (20 minutes)

   • Place number cards mixed up on the floor.
   • Invite students to stick numbers in the correct order on the number line.
   • Practise “Who comes before/after?” games to identify one less/one more.
   • Use pronouns like "You", "We" to keep language friendly.

4. Interactive Matching Game (10 minutes)

   • Each student picks a number card.
   • They find their matching quantity of objects.
   • Encourage peer help and praise.

5. Reflection & Review (5 minutes)

   • Use thumbs up/down to check if students feel confident with counting to 20.
   • Recap with a simple “WALT” and Success Criteria review.

Differentiation

• For Students Needing Extra Support: Use smaller numbers (e.g., up to 10). Provide one-on-one assistance and use clear, simple language with concrete real-life objects.
• For Students Who Need Mobility Support: Use table-based activities with tactile objects placed at reachable heights.
• Visual Supports: Use consistent colour-coding, dyslexia-friendly fonts and clear, simple visuals.

Extension Activities for Advanced Learners

• Explore numbers between 10-20 by adding and subtracting small amounts with counters.
• Create simple number stories like “If I have 15 apples and give 3 away, how many left?”
• Use a tactile abacus or bead frames for counting beyond 20 conceptually.

---

Lesson 2: Manipulating and Comparing Numbers Up to 20

WALT (We Are Learning To)

• Compare two groups of objects using ‘more than’, ‘less than’ and ‘equal to’.
• Add and subtract numbers up to 20 using hands-on materials.

Victorian Curriculum Links

• AC9MFN03: Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning
• AC9MFN01: Name, represent and order numbers up to 20

Success Criteria

• I can compare two groups and say which has more or less.
• I can add and take away objects to find out ‘how many altogether’ or ‘how many left’.
• I can explain my thinking using objects or pictures.

Resources

• Two different coloured sets of counters or blocks
• Addition and subtraction story cards (pictorial and simple dyslexia-friendly text)
• Felt board or magnetic board to display objects
• Large numeral cards (0 to 20)
• Dice with numbers 1-6

Activities with Timings

1. Warm-Up Counting Review (5 minutes)

   • Quick counting round with students showing number cards for random numbers called out.

2. Hands-On Comparing Game ‘Who Has More?’ (15 minutes)

   • Students receive two groups of objects (e.g., 8 red and 6 blue counters).
   • Ask “Which pile has more?” and “How many more?”
   • Use symbols “>”, “<”, “=” made large and colourful as visual supports.

3. Interactive Addition & Subtraction Stories (20 minutes)

   • Use story cards (e.g., "5 kangaroos were playing, 3 more came. How many now?")
   • Students use counters to act out stories.
   • Record with pictures or simple number sentences.
   • Facilitator uses clear, dyslexia-friendly language and visual cues.

4. Dice Roll Challenge (15 minutes)

   • Students roll dice and add or subtract counters accordingly.
   • For example, roll a 4, add 4 counters to a pile; then roll a 2, take away 2 counters.
   • Encourage students to verbalise what they did.

5. Wrap-Up and Reflection (5 minutes)

   • Students share what they learned using objects as prompts.
   • Review WALT and success criteria with thumbs up/down or smiley faces.

Differentiation

• Support: Use smaller numbers (up to 10) and offer one-to-one support if needed.
• Visual & Sensory: Use coloured and textured counters for tactile differentiation.
• Behavioural Strategy: Frequent breaks, clear step-by-step instructions with visual checklists.
• Advanced Learners: Create simple word problems involving adding and subtracting two-digit numbers under 20. Explore number bonds using part-part-whole diagrams.

Extension Activities

• Create own addition or subtraction stories with drawings and objects.
• Use a number line to jump forward/backward and visualise addition/subtraction.
• Match numeral cards to written number words to strengthen literacy links.

---

Teaching Tips

• Use consistent, clear language and visual cues to aid comprehension—e.g., use visuals for number words, symbols and quantities.
• Repeat instructions and check understanding with yes/no or thumbs signals.
• Make activities fun and low-pressure to encourage engagement and participation.
• Celebrate small achievements frequently to build confidence.
• Provide sensory breaks as needed between activities.

---

This plan brings numbers to life through tactile, engaging and supportive activities aligned to the Victorian Curriculum Foundation mathematics standards, offering practical, interactive, and inclusive learning experiences suited for diverse learners, especially those with disabilities and complex needs. Teachers can adjust pace and materials as required to suit their unique classroom environment.