Counting Problems Together

Year Group

Year 1

Duration

45 minutes

Class Size

25 students

Unit Context

Unit: Counting Adventures Ahead
Lesson Number: 8 of 9
Lesson Title: Counting Problems: Solving Together

National Curriculum Links (Mathematics - Number: Number and Place Value)

Key stage 1 - Year 1 - Programme of Study: Number

Pupils should be taught to:

Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
Count, read and write numbers to 100 in numerals
Given a number, identify one more and one less
Use the language of: equal to, more than, less than (fewer), most, least
Count in multiples of twos, fives and tens
Read and write numbers from 1 to 20 in numerals and words

Mathematical skills addressed in this lesson:

Solving simple practical problems involving counting
Using concrete objects (manipulatives) to support understanding of counting
Verbalising strategies and reasoning

Learning Objectives

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

Solve simple counting problems in pairs using manipulatives.
Explain their reasoning and strategies when counting objects aloud or sharing solutions with the class.
Use counting vocabulary such as "more than", "less than", and "equal to" in context.
Develop confidence speaking and listening skills within a mathematical context.

Resources

Small counters or cubes (at least 50 per pair)
Number cards (1 to 20)
Problem cards with simple counting challenges (e.g., “There are 7 counters. Take away 3. How many left?”)
Whiteboard and markers
A large poster displaying key counting vocabulary: more than, less than, equal to
‘Thinking Hats’ (coloured paper hats or bands) for students to wear when explaining their solutions, to support speaking and listening skills

Lesson Overview & Timings

Time	Activity	Details
0-5 mins	Starter: Counting Warm-Up	Interactive counting aloud as a class forwards and backwards (1 to 20), with visual cues.
5-10 mins	Introduction to Counting Problems	Teacher demonstrates a simple counting problem with manipulatives (e.g., “Here are 10 cubes, take away 4, how many left?”). Discuss vocabulary.
10-30 mins	Paired Problem Solving	Pupils work in pairs to solve 3-4 prepared counting problem cards using manipulatives. Teacher circulates to scaffold. Pairs wear ‘Thinking Hats’ when sharing their answers aloud.
30-40 mins	Class Sharing & Discussion	Selected pairs share their solutions and explain their strategies. Teacher guides use of vocabulary and corrects misunderstandings.
40-45 mins	Plenary & Reflection	Whole class discussion on what strategies worked well. Quick quiz: “What does ‘equal to’ mean?”, “What about ‘less than’?”

Detailed Lesson Steps

Starter: Counting Warm-Up (5 mins)

Gather the class in a circle or on the carpet.
The teacher counts aloud forwards to 20 with the class, using fingers to show the numbers.
Count backwards from 20 to 1 as a group while showing number cards.
Warm-up prepares pupils for counting mentally and visually.

Introduction to Counting Problems (5 mins)

Show 10 counters. Model a simple counting problem: “If I have 10 counters and I take away 4, how many do I have left?”
Demonstrate moving counters physically to solve the problem.
Write and say the problem aloud, underlining the important counting vocabulary.
Encourage pupils to predict the answer and count to check.

Paired Problem Solving with Manipulatives (20 mins)

Organise pupils in pairs, distributing counters and problem cards.
Each pair works on 3 or 4 different problems (e.g., adding and taking away counters, comparing quantities on the cards).
Pupils move counters to find answers, counting carefully.
Encourage pupils to discuss their thinking aloud using sentence starters: “I think there are…”, “There are more than…”, “There are less than…”
When pairs complete a problem, they wear their ‘Thinking Hats’ and practise explaining their answer quietly to their partner.
Teacher circulates, asking key questions to stretch reasoning: “How did you know that?”, “Can you count again to check?”

Class Sharing & Discussion (10 mins)

Invite 3-4 pairs to share their solutions and explain how they solved the problem.
Write key vocabulary (more than, less than, equal to) in large letters on the board as pupils use them.
Praise correct use of vocabulary and models for correction where needed.
Use questions to promote mathematical language and reasoning: “Who can say why this answer is different?” “Can you explain your counting strategy?”

Plenary & Reflection (5 mins)

Recap the key vocabulary and ask the whole class short questions: “If I have 5 counters and add 2 more, is that more than or less than 6?”
Quick oral quiz on meanings of ‘more than’, ‘less than’, and ‘equal to’.
End by asking pupils to share one thing they enjoyed about the lesson or one new word they learned.

Assessment Opportunities

Observe paired discussions to assess understanding of counting and vocabulary usage.
Listen for correct use of ‘more than’, ‘less than’, ‘equal to’ during explanations.
Note accuracy in manipulating counters to solve problems.
Use plenary questions as formative assessment of grasp on key concepts.

Differentiation

Support: Provide additional one-to-one support or pair with a peer mentor for pupils who find counting difficult. Use smaller numbers (under 10) when required.
Challenge: For more confident pupils, introduce simple problems that include “one more” or “one less” from a number up to 20.
Provide visual prompts and key vocabulary mats to all pupils to support independent use of language.

Cross-Curricular Links

Speaking and Listening: Pupils practise articulating mathematical ideas clearly in pairs and whole-class discussions.
Personal, Social and Emotional Development: Collaboration and sharing solutions promotes teamwork and confidence.

Reflection for Next Lesson

Note which counting problems pupils found most challenging to inform differentiation next lesson.
Consider introducing simple written number sentences (e.g., 7 - 3 = ?) if pupils demonstrate readiness.

This lesson plan maximises hands-on, collaborative problem solving and emphasises mathematical language development, aligned with the National Curriculum for Year 1 mathematics. It invites pupils to be active learners and confident communicators of their counting reasoning.

Teaching Instructions