Overview

This 40-minute session is designed for 26 Year 1 students to recap and reinforce counting and ordering numbers to 10. The lesson aligns with the National Curriculum for England's Mathematics Programme of Study for Key Stage 1, specifically focusing on number recognition, counting forwards and backwards, and ordering numbers to 10. The lesson is highly practical, interactive, and includes fun group activities to maximise engagement and retention.

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National Curriculum Links

Mathematics – Number: Number and Place Value (Year 1)
By the end of Year 1, pupils should be able to:

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number.
• Read and write numbers from 1 to 20 in numerals and words.
• Given a number, identify one more and one less.
• Recognise the place value of each digit in a two-digit number (tens, ones) – focus in this lesson primarily on numbers to 10.
• Use the language of: equal to, more than, less than (fewer), most, least.

Focus for this lesson:
Count forward and backward within 10, order numbers to 10, and consolidate understanding through practical activities.

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Learning Objectives

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

1. Confidently count forwards and backwards from any given number within 10.
2. Order a random set of numbers to 10 correctly.
3. Recognise and say one more and one less within 10.
4. Apply their counting skills in a practical, collaborative activity.

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Resources Needed

• Large number cards 1-10 (one set per group of 4-5 children)
• Mini whiteboards and pens (1 per child)
• Counters or small objects (e.g., buttons, cubes) per group
• “Number train” mats – a strip of paper with a 1 to 10 number line for each child
• Reward stickers or stamps
• Timer or stopwatch
• Storybook or puppet (optional, for engagement)

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Lesson Structure

Introduction (5 minutes)

1. Engage: Gather children sitting in a circle. Use a puppet or soft toy to introduce today’s challenge: “Can you help me put numbers in the right order from 1 to 10?”
2. Activate prior knowledge: Recap briefly by counting aloud together forwards and backwards from 10 to 1. Use clapping or stepping rhythm to maintain engagement.

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Main Activity 1: Number Card Ordering Race (12 minutes)

• Setup: Divide class into 5 groups (5 or 6 children per group). Give each group a shuffled set of number cards 1-10.
• Task: Groups race to put cards in correct order from 1 to 10 on their desks.
• Differentiation: For groups finding this easy, ask them to:
  • Say one more and one less than each number as they place it.
  • Order the cards backwards from 10 to 1 after completing the forwards order.
• Teacher role: Circulate to prompt thinking, ask questions like: “What number comes before 6? What comes after 3?”
• Assessment: Observe group discussions and check correctness of ordering.

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Main Activity 2: Number Train and One More/One Less (10 minutes)

• Setup: Hand out “number train” mats and counters to each child.
• Task: Children place a counter on each number from 1 to 10 as you call them out one at a time. Pause randomly and ask, “What number is one more than 4? One less than 7?”
• Extension: In pairs, children quiz each other using their number trains – one child calls out a number, the other finds the number on the train then says one more or one less.
• Teacher role: Monitor pairs, offering support and prompting use of full sentences — e.g., “One more than 5 is 6.”

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Plenary: Counting to 10 Challenge (8 minutes)

• Game: “Pass the sound” counting game. Sitting in a circle, children pass a clapping rhythm or a beanbag. On their turn, they say the next number in the count between 1 and 10 forward or backward.
• Variation: Teacher calls out a number (e.g., 7) and children respond with one more or one less.
• Recap: Ask several volunteers to count forwards/backwards from a given number or explain what one more/one less means.
• Reward: Praise whole class effort and hand out stickers for progress and participation.

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Assessment

• Teacher observations during group ordering and one more/one less tasks.
• Note any children who struggle to order numbers or give one more/one less responses correctly and plan targeted support.
• Informal oral questioning during plenary to gauge understanding.

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Differentiation and Inclusion

• Support: Provide number lines for children who need visual guidance. Use manipulatives to represent numbers physically.
• Challenge: Ask confident children to order random numbers (not 1-10) within 20.
• Encourage language use to build mathematical vocabulary.

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Reflection

After the lesson:

• Reflect on how well children engaged with the practical activities. Were they able to count forwards and backwards confidently?
• Did children grasp the concept of one more/one less?
• Plan any necessary intervention or enrichment based on assessment notes.

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WOW element: Interactive Number Trail

If time allows, create a quick outdoor “number trail” where children physically step on numbered mats spread in order or jumbled, and shout the numbers as they step or jump forward and backward. This adds a kinaesthetic dimension ideal for young learners to embody counting and ordering beyond the classroom space.