Numbers 11-15 Exploration

Unit: Numbers and Measures Adventure

Lesson 1 of 30

Class: Foundation Year Duration: 45 minutes Class Size: 6 students

---

Learning Intentions

WALT (We Are Learning To): Identify numbers 11 to 15 and demonstrate understanding by verbally recognising and writing these numbers.

---

Success Criteria

Students will be able to:

• Verbally recognise numbers 11, 12, 13, 14, and 15 when shown numerals or groups of objects.
• Write the numerals 11 to 15 legibly using bold, clear fonts.
• Use number cards and visual aids to sequence these numbers correctly.

---

Australian Curriculum Connections

Foundation Year Mathematics — Number and Algebra

• Content Description: Recognise, represent, and order numbers including zero to at least 20 using physical and virtual materials and numerals.
• Code: AC9MFN01
• Elaborations:
• Respond to requests to collect quantities and select associated numbers in collections.
• Recognise numerical order to 20 and identify one less or one more than a given number.
• Use ordinal language to describe number positions (first, second, third...).
• Connect quantities to number names and numerals through stories and games.

This lesson directly targets the AC9MFN01 content description through interactive, sensory, and verbal engagement with numbers 11-15. Source: AC9MFN01.md

---

Resources Required

• Number cards from 0 to 20, with numbers 11-15 in bold, clear fonts (dyslexia-friendly typeface).
• Visual aids depicting groups of objects from 11 to 15 (e.g., stars, fruits).
• Writing materials: pencils, whiteboards or paper with dotted lined worksheets for tracing numbers 11-15.
• Number line template (either printed or digital) up to 20 for extension activity.
• Tactile materials like counters or blocks for hands-on counting.

---

Lesson Activities and Timings

1. Introduction and Warm-Up (5 minutes)

• Gather students on the carpet and introduce the lesson's learning intention using "WALT" language.
• Use a counting song or rhyme that includes numbers up to 15 to engage attention.
• Briefly recap numbers 1 to 10 to warm up prior knowledge.

2. Exploring Numbers 11 to 15 (15 minutes)

• Visual Recognition: Show number cards for 11, 12, 13, 14, 15 one at a time. Ask students to say the number aloud. Use a pointer to highlight the digits, emphasising correct pronunciation.
• Counting Objects: Present visual aids showing 11 to 15 objects. Count aloud together slowly and clearly, emphasising grouping (e.g., “10 and 1 more is 11”). This builds numeral and quantity connection.
• Hands-On Counting: Distribute tactile counters. Ask students to count out the correct number of counters corresponding to each number card. Use one-to-one correspondence explicitly.

3. Writing Practice (10 minutes)

• Introduce dotted lined worksheets showing numbers 11-15 with bold font.
• Model writing each number on a whiteboard using clear, slow demonstration.
• Have students practice tracing and then writing numbers independently, providing individual support.
• Encourage verbal repetition of the number names as they write.

4. Number Sequencing Game (8 minutes)

• Using number cards 0-20, focus on placing cards 11-15 in correct order on a floor number line.
• Ask different students to place a card and say the number aloud.
• Encourage students to identify the number before and after for each card. Use ordinal language: “Who is after 13? Who is before 14?”
• Use supportive questioning to reinforce understanding.

5. Extension Activity: Create a Number Line to 20 (5 minutes)

• As a class, assemble a number line up to 20 on the wall or board using the cards.
• Highlight the section with numbers 11-15 and encourage students to observe their relative position.
• Point out visual patterns such as the "teen" numbers all having ‘1’ in the tens place.

6. Lesson Reflection and Review (2 minutes)

• Recap the WALT and success criteria.
• Invite students to hold up a card of their favourite number from 11 to 15 and say the number aloud.
• Praise efforts and encourage excitement about their number adventure ahead.

---

Differentiation Strategies

• Use visual aids with high-contrast colours and dyslexia-friendly fonts for clarity.
• Provide additional tactile counting aids and one-to-one support for students needing fine motor or numeracy assistance.
• Break down tasks into smaller steps for those who require slower pacing.
• For English as an Additional Language or Dialect (EAL/D) students, use simple, clear language and repetition.

---

Extension for Advanced Learners

• Encourage students to explore numbers beyond 15 up to 20 independently on the number line.
• Ask them to write a simple number story involving quantities 11 to 15 (e.g., “I have 14 apples and I eat 2”).
• Challenge them to identify the ‘one more’ and ‘one less’ number and demonstrate with their counters.

---

Dyslexia-Friendly Reading and Writing Options

• Use large, sans-serif fonts such as Arial or Comic Sans in bold for all printed materials.
• Avoid overcrowding worksheets; ample spacing between numbers and lines.
• Use visual supports (number cards plus images) consistently to reinforce symbol-quantity connection.
• Read instructions aloud clearly and slowly, paired with written text to aid comprehension.

---

This detailed 45-minute lesson scaffolds early numeracy skills in a supportive, multisensory environment tailored for Foundation students, fully aligned with the Australian Curriculum Foundation content description AC9MFN01.