Counting with Bears

Overview

This 30-minute lesson is the third in the "Goldilocks' Learning Adventure" unit for Reception pupils, designed to develop early number skills through a hands-on, story-based approach. Using bear-themed manipulatives linked to the familiar story of Goldilocks and the Three Bears, children will practise counting to three and begin to explore simple addition and subtraction. The activities align closely with the Early Years Foundation Stage (EYFS) Mathematics Early Learning Goals as specified in the National Curriculum for England.

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National Curriculum Links

Mathematics: Number (Early Years Foundation Stage framework)

• Numerical Patterns: Recognise, create and describe patterns.
• Number:
  • Count objects, actions and sounds.
  • Subitise (recognise quantities without counting) up to 3.
  • Explore and represent patterns within numbers up to 10, including evens and odds.

Early Learning Goals (ELGs):

• Number: Children count reliably with numbers from one to 20, place them in order, and say which number is one more or one less than a given number.
• Numerical Patterns: Children use quantities and objects to add and subtract two single-digit numbers and count on or back to find the answer.

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Learning Objectives

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

1. Count objects (bear-themed items) reliably up to 3.
2. Practise simple addition (combining groups of bears) and subtraction (taking bears away) within 3.
3. Understand and use language related to quantity: more, less, same, total.
4. Develop cooperative skills by working with peers in small groups.

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Resources

• Bear manipulatives (3 different-sized bears, 12 sets total)
• Small bowls or plates labelled "Papa Bear," "Mama Bear," and "Baby Bear"
• Number cards 1, 2, 3
• Felt board or story mat featuring a simple illustration of the Three Bears' house
• Picture flashcards of the bears' items (chairs, beds, bowls of porridge)
• Large paper and crayons for group recording
• Storybook or images of "Goldilocks and the Three Bears" for quick story recall

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Lesson Structure

1. Introduction (5 minutes)

• Recap the story of Goldilocks and the Three Bears using the story mat. Ask pupils brief questions like, "How many bears are there?" (aiming for "three").
• Introduce the bear manipulatives and display the three bowls labelled for Papa, Mama and Baby Bear. Explain we are going to be counting with these bears today.

Assessment Opportunity: Observe children’s ability to count out loud to 3 during discussion.

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2. Core Activity: Counting and Sorting (10 minutes)

• Pupils work in groups of 6 near a "bear station" with manipulatives and bowls.
• Task 1: Each group counts out one bear for Papa Bear, two bears for Mama Bear, and three bears for Baby Bear, placing them into the correct bowls.
• Discuss the numbers and reinforce counting sequence and recognition. Use number cards as prompts.
• Ask comprehension questions: "Which bowl has the most bears? Which has the least?"

Extension: Pupils can line the bears up in size order or colour order to connect counting with sorting skills.

Assessment Opportunity: Adults or teaching assistants observe if pupils count correctly and recognise which numbers are larger or smaller within 1-3.

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3. Simple Addition and Subtraction with Bears (10 minutes)

• Using bear puppets or manipulatives, model simple stories: e.g.,
  • "If Baby Bear has 2 bears and we add 1 more, how many bears do we have?"
  • "If Mama Bear has 3 bears and 1 bear goes away, how many are left?"
• Children then experiment in pairs with the manipulatives to create their own addition and subtraction stories.
• Groups use the large paper and crayons to draw their bear calculations, with teacher support.

Assessment Opportunity: Listen for correct use of number vocabulary and accuracy in combining or removing bears.

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4. Plenary: Sharing and Reflecting (5 minutes)

• Invite 2-3 groups to share their drawings or stories with the class.

• Ask reflective questions:

  • "What did you count today?"
  • "What did you add or take away?"
  • "How did you know how many bears you had?"

• Reinforce the vocabulary: more, less, add, take away.

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Differentiation

• Support: Provide visual number lines from 1-3, sentence starters for addition/subtraction (“If we add…, then…”) and adult scaffolded small group work.
• Challenge: Pupils ready to move beyond 3 try small sets with 4 or 5 bears and explain their counting or calculations to peers.

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Assessment and Next Steps

• Use observational assessment focusing on pupils’ ability to:
  • Count out small sets of objects correctly,
  • Use addition and subtraction language appropriately,
  • Work collaboratively and communicate their ideas.
• Inform future lessons by identifying children needing more practise with subitising or number vocabulary.

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WOW Factor: Bringing the Story Alive with Movement

As a bonus, incorporate a short movement activity before the lesson to engage children physically:

• "Bear Steps": Children tiptoe around the room like Baby Bear, stomp like Papa Bear, and sway like Mama Bear — linking physical movement to the story and numbers 1-3 visually.

This multisensory approach builds excitement and helps embed the concept of 'one,' 'two,' 'three' as children physically embody the bears.

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End of Lesson