Adding with Counters

Overview

In today’s English lesson, children will play a hands-on addition game using counters and blocks, then practise explaining their thinking to a partner using simple, clear sentences.

Learning intentions

• Students will say and use the words “plus”, “equals”, and “altogether” in simple addition statements.
• Students will solve very small addition sums using physical objects (up to 5).
• Students will describe their process orally to a partner using sentence starters.
• Students will listen to a partner and respond respectfully.

Success criteria

• I can build an addition using counters and show the answer with the objects.
• I can say an addition sentence using “plus” and “equals”.
• I can tell a partner what I did: “I had… I added… I have… altogether”.
• I can match my spoken answer to what I show with counters.

Curriculum links

• Early Language: oral communication through speaking and listening in familiar tasks.
• Early Mathematics Language: using everyday words and simple sentence patterns to explain thinking.
• Comprehension: listening to instructions and responding to questions with relevant answers.
• Development of Number Sense: counting, composing, and very small addition using objects.

Lesson structure (30 minutes)

1. 0–5 mins: Warm-up listening Teacher holds up 3 counters and asks, “How many do you see?” Children respond with a quick count. Then teacher adds 1 more counter and repeats the prompt, modelling the language: “3 plus 1 equals 4.”

2. 5–10 mins: Model the “show and say” On a board or large card, teacher draws simple dots (or uses objects) to show “2 + 1”. Teacher performs the actions: “I show 2. I add 1. I count all and that is 3.” Children repeat together: “Two plus one equals three.”

3. 10–18 mins: Hands-on addition game (pairs) Children work in pairs with a shared set of counters (and a small mat). Each round:

• One child rolls or picks a card showing two numbers (kept to 0–5).
• They place the first number of counters, then the second number.
• They count to find “altogether” and keep the final group in place. Teacher circulates, reminding children to use key words and to keep their hands on the objects while counting.

4. 18–24 mins: Partner explanation Children switch roles. Each child uses a sentence strip (teacher-led or board model) and tells their partner: “I had __. I added __. I counted __ __ __. Altogether it is __.” Partners practise asking one simple question: “How did you know?” Teacher prompts with gentle sentence starters.

5. 24–28 mins: Quick class share Teacher invites 3–4 pairs to share one game result. Each child must do two things: show the counters and say the addition sentence out loud.

6. 28–30 mins: Exit check Teacher calls out one simple sum (e.g., “1 plus 2”). Children show the answer with fingers or counters on their mats, then say “equals __” together.

Resources

• Counter sets for each pair (at least 0–5 counters per child share)
• Small mats or trays to keep counters organised
• Number cards or picture cards showing 0–5 (two cards per round)
• Sentence strips with simple prompts:
• “I had __.”
• “I added __.”
• “Altogether it is __.”
• Teacher display card showing “plus” and “equals” with pictures
• Dice (optional) with dots 0–3 or 0–4 to control difficulty
• Model example counters/bear blocks for demonstration

Assessment

• Observation during the game: children correctly count objects to find “altogether”.
• Oral language check: children can state an addition sentence using “plus” and “equals”.
• Partner explanation: children give a relevant, simple explanation that matches what they show.

Differentiation

• Support: provide fewer combinations (only sums that result in 0–4). Use sentence strips with blanks and a visual model of “plus” and “equals”.
• Support: allow finger counting initially, then move to counting counters by pointing to each item.
• Extension: use sums up to 5, and challenge children to say “I counted from __” (e.g., “I counted from 2: 3, 4, 5”).
• EAL/SEN: rehearse the exact sentence frames as a class before pairing; use consistent gestures (place counters = “I had”, move counters = “I added”, point to final group = “altogether”).