Counting Concepts

Grade

1

Duration

55 minutes

Class Size

15 students

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Curriculum Alignment: Alberta Mathematics Program of Studies (2023)

Primary Learning Outcome: N1.3

Demonstrate an understanding of counting by:

• Indicating that the last number said identifies "how many"
• Showing that any set has only one count using the counting on strategy
• Using parts or equal groups to count sets

This lesson plan integrates these competencies directly, targeting students' ability to conceptualise counting principles foundational to number sense.

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Learning Objectives

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

1. Verbally demonstrate that the last number counted in a set shows “how many” objects are in that set (N1.3).
2. Use the counting on strategy to count objects without recounting from one (N1.3).
3. Understand and apply counting by parts or equal groups to count larger sets (N1.3).
4. Use manipulatives and visual aids to reinforce understanding of counting concepts.
5. Participate meaningfully in centres with hands-on activities tailored to varied learning styles, including adaptations for Kenai.

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Materials Needed

• Counting objects: small blocks, counters, or coloured cubes
• Number cards (1-20)
• Visual aids with pictures representing sets of objects
• Whiteboard and markers
• Counting mats divided into parts or groups
• Adapted communication board with symbols for Kenai
• Individual whiteboards and markers for students
• Large sets of objects for grouping/counting activities

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Lesson Outline

1. Introduction (10 minutes)

• Gather students in a circle. Begin by asking a question: "If I have 5 blocks here, how many blocks do I have?"

• Model counting slowly, pointing to each block. Emphasise the last number said: “The last number I say is how many there are.”

• Show a few examples, changing the number of blocks (3, 7, 4), always highlighting the concept “last number counts.”

• Introduce the counting on strategy: "If I know I have 5 blocks and someone gives me 3 more, instead of counting 1, 2, 3, I start at 6, 7, 8." Demonstrate using blocks and number cards.

• Support for Kenai: Use a visual communication board to symbolically represent "how many," "count," "more," and "last number." Use eye gaze or assistive device to help him participate; pair with a buddy for tactile counting.

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2. Guided Practice with Centres (30 minutes total, divided)

Students rotate through 3 centres with adult support and peer buddy system:

Centre 1: Counting On with Blocks (10 minutes)

• Students use two groups of blocks. First, count the first group aloud together as a class.
• Then count "on" from the last number to count the second group rather than starting at one.
• Students will verbalise the last number to confirm “how many” in total.

Centre 2: Parts and Equal Groups (10 minutes)

• Students use counting mats divided into equal groups. Place objects in each part (e.g., 3 groups of 4 counters).
• Prompt students to count each group and then combine the totals to find “how many” altogether.
• Assist students to record the total using numbers.

Centre 3: Interactive Matching & Communication (10 minutes)

• Matching number cards to visual sets of objects.
• Kenai’s adaptation: Use tactile objects and communication board to show the number of items in each set. Use hand-over-hand assistance if needed.
• Students engage in sorting, matching, and confirming the count by pointing to the “last number said” symbol.

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3. Whole Group Reflection and Sharing (10 minutes)

• Students return to the group. Ask volunteers to share what they did in their centres, focusing on: "How did you know ‘how many’?"
• Model and reinforce using the phrase: “The last number I say tells how many.”
• Highlight examples from Centres showing counting on and counting by parts/ groups.
• Use whiteboard to create a visual summary of the strategies learned.
• Encourage Kenai’s buddy to help express what Kenai experienced, validating his effort and participation.

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Assessment and Evaluation

• Formative:

  • Observe each child’s ability to count objects and articulate the last number counted.
  • Use checklist to note students who show understanding of counting on strategy.
  • Teacher notes at each centre to evaluate understanding of counting by parts/equal groups.

• Summative:

  • At the end of lesson, provide each student a simple counting task (e.g., count 10 items from two separate groups using counting on strategy) to complete independently or with minimal adult support.
  • For Kenai, use his communication board and assistive tools to check recognition of quantity concepts; record responses non-verbally.

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Differentiation & Adaptations

• For Kenai:

  • Use multi-sensory materials (tactile blocks, textured mats).
  • Visual communication board with symbols enhances understanding.
  • Peer buddy and hand-over-hand assistance.
  • Allow alternative response modes (pointing, gesture, eye gaze).
  • Break down tasks into smaller steps with frequent positive reinforcement.

• For diverse learners:

  • Provide extended time and repeated practice at centres.
  • Offer visual/spatial aids such as number lines or dot cards.
  • Use music or counting songs for auditory learners.

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Teacher Reflection Prompts

• Did students demonstrate clear understanding that the last number counted describes “how many”?
• Were students able to apply the counting on strategy naturally?
• How did students respond to parts and equal group counting tasks?
• Was Kenai successfully engaged and included through adaptations?
• What would enhance engagement or comprehension for the next lesson on counting?

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By consciously aligning with Alberta Curriculum outcomes and differentiated for individual learners, this engaging hands-on lesson fosters foundational number sense, providing students a strong base for future mathematical reasoning.