Number Sense Adventures

Overview

A three-lesson sequence for a mixed Year 1 and Year 2 class of 28. Pupils build from counting concrete objects to representing, reading and writing numbers, with Year 1 work focused mainly to 20 and Year 2 pupils extending to 100.

Learning intentions

• Lesson 1 WALT count objects accurately to 10 and count in tens.
• Lesson 2 WALT represent numbers to 10 or 100 using objects, pictures and numerals.
• Lesson 3 WALT read and write numbers from 1–20 or to 100 in numerals and words.

Success criteria

• I can touch and count each object once.
• I can count forwards in tens: 10, 20, 30…
• I can show a number in more than one way.
• I can match numerals to number words.

Curriculum links

• Number — number and place value: count, read and write numbers to 100 in numerals.
• Number — number and place value: count in multiples of tens.
• Number — number and place value: read and write numbers from 1 to 20 in numerals and words.
• Number — number and place value: identify one more and one less.

Lesson structure (45 minutes each)

Lesson 1: Counting Objects and Tens

1. 0–5 min · Hook. Display the counting hook slide showing scattered objects and ask, “How can we count without losing track?” Pupils estimate, then explain a reliable counting method to a partner.

2. 5–12 min · I do. Model touching each object once, moving counted objects into a line, and checking the final number; then model counting bundles of ten aloud using the teacher modelling slides. Pupils echo-count and show the number of objects with their fingers.

3. 12–22 min · We do: active count. Place hoops around the room labelled 1–10 and 10–100; call a number and have pupils collect that many counters, checking with a partner. Pairs use the counting and matching sheet to record sets and match them to numerals.

4. 22–35 min · You do: four-way stations. Pupils rotate through counting stations: concrete counters, pictorial dot groups, numeral cards and tens bundles; use the station instruction slides for clear directions. Support pupils count to 5 with a ten-frame and adult guidance; core pupils count to 10; secure pupils count collections to 20; advanced pupils count equal bundles in tens to 100 and explain how they checked.

5. 35–41 min · Reasoning circle. Show two collections, one arranged neatly and one scattered, using the discussion slides. Pupils decide whether they contain the same amount and justify their answer using “I counted…” or “I grouped…”.

6. 41–45 min · Plenary check. Call out numbers and pupils count forwards in ones or tens, according to their group; complete the final two questions on the counting and matching sheet for assessment.

Lesson 2: Representing Numbers

1. 0–5 min · Hook. Reveal a mystery number represented by cubes, a ten-frame and a numeral on the representation hook slide. Pupils identify the number and suggest another representation.

2. 5–13 min · I do. Model representing 6 with counters, a drawing, fingers and the numeral 6; for Year 2, model 34 as three tens and four ones. Pupils copy each representation with manipulatives.

3. 13–22 min · We do: human number line. Give pupils numeral cards and ask them to stand in order, first to 10 and then to 100 in tens. Partners check one more and one less using the number-line slides.

4. 22–36 min · You do: four-way stations. Pupils represent teacher-chosen numbers using counters and ten-frames, drawings, bead strings or place-value equipment, recording on the number representation sheet. Adaptations are: SEN/support—numbers to 5 with pre-filled frames; developing—numbers to 10; Year 1 core—numbers to 10 and one more/one less; Year 2 and advanced—numbers to 100, tens and ones, and two different representations.

5. 36–42 min · Partner challenge. One pupil builds or draws a number while the other guesses and explains how they know, using the partner challenge slides. Advanced pupils create a representation that could be mistaken and explain how to correct it.

6. 42–45 min · Exit assessment. Display three representations and ask pupils to write the matching numeral on the number representation sheet before handing it in.

Lesson 3: Numerals and Number Words

1. 0–5 min · Hook. Show a “number detective” slide with mixed numerals and words, including one deliberate mismatch, using the number detective hook. Pupils spot the mismatch and explain their reasoning.

2. 5–14 min · I do. Model reading and writing 1–20 in numerals and words, highlighting tricky spellings such as three, eight, twelve and twenty; for Year 2, extend with tens words and examples to 100. Pupils rehearse words aloud and air-write them.

3. 14–23 min · We do: match and move. Place numeral and word cards around the room. Pupils find a partner card, read it aloud and stand together in numerical order, checking with the matching activity slides.

4. 23–36 min · You do: four-way practice. Pupils complete the numerals and number words sheet. Support pupils match 1–10 with picture clues and a word bank; developing pupils read and write 1–20; Year 1 secure pupils write numbers to 20 independently; Year 2 and advanced pupils read and write to 100, correct errors and explain patterns in the tens words.

5. 36–41 min · Peer check. Pairs use the checking and correction slides to check capital letters are unnecessary, spellings are accurate and numerals match words. Pupils correct in a different colour.

6. 41–45 min · Plenary and assessment. Dictate two numbers suited to each group and ask pupils to write both numeral and word on the bottom of the numerals and number words sheet; invite selected pupils to explain how they checked their spelling.

Resources

• the complete lesson slide deck for the relevant lesson
• the lesson worksheet for the relevant lesson
• Counters, cubes and small classroom objects
• Ten-frames and bead strings
• Hoops or floor circles
• Numeral and number-word cards
• Place-value equipment or bundles of straws
• Whiteboards and pens
• Pencils and colouring materials

Assessment

• Observe one-to-one counting, accurate grouping into tens, numeral formation and matching of words to numerals during guided and station work.
• Use questioning: “How do you know?”, “What is one more?”, “What would one less be?” and “How did you check?”
• Collect each worksheet and use the final task to identify pupils needing further support with counting, place value or spelling number words.

Differentiation

• Support/SEN: use smaller collections, large manipulatives, ten-frames, repeated modelling, visual instructions and adult-led rehearsal; allow pointing, oral answers and reduced recording.
• EAL: pre-teach number vocabulary with gestures and visual cards; use sentence stems such as “There are ___” and “I know because ___”; pair with a supportive language model.
• Core: provide clear Year 1 tasks to 10 or 20, then extend carefully to the next number range when secure.
• Extension: ask confident pupils to count forwards and backwards in tens, represent numbers in multiple ways, identify one more and one less, and correct or create a number-word error.