One More, One Less

Overview

This 30-minute lesson is designed for Reception children aged 4-5 in a small rural C of E primary school setting. It is the second of three lessons within the unit "Exploring Numbers 0-5," building on previous learning about numbers, aiming to develop a foundational understanding of one more and one less using hands-on manipulatives and interactive games.

The lesson aligns explicitly with the Early Years Foundation Stage (EYFS) Mathematics Development Matters and the National Curriculum for England’s Early Years outcomes, reinforcing counting, number recognition, and basic addition and subtraction concepts. It embeds Rosenshine’s principles by incorporating modelling, guided practice, and assessment through observation.

National Curriculum Links

EYFS Early Learning Goals – Mathematics:

Number: Children count reliably with numbers from one to 20, place numbers in order, and say which number is one more or one less than a given number.
Numerical Patterns: Children explore and represent patterns within numbers up to 5.

Development Matters 2021 Statements:

SSM 24-36 months: Beginning to understand ‘more’ and ‘less’ in practical contexts.
SSM 40-60 months: Children use the language of ‘more’ and ‘fewer’ and begin to understand ‘one more’ or ‘one less.’
ELG (Early Learning Goal): Count objects, actions, and sounds; say one more or one less than a number up to 5.

Learning Intentions ("I Can" Statements)

I can say one more than a number up to 5.
I can say one less than a number up to 5.
I can show one more or one less by adding or taking away objects.
I can take turns and listen during games.

Success Criteria

Children will confidently add one object to a set and say the new total out loud.
Children will confidently remove one object from a set and say the new total out loud.
Children will correctly identify one more or one less during turn-taking games.
Children will demonstrate cooperative play and communication during interactive activities.

Resources Needed

Small counting manipulatives (buttons, animal counters, beads) in sets of 5 or less
Number cards 0-5, laminated
Large number line (0 to 5) displayed visibly on wall or board
“One More, One Less” game spinner or dice (with numbers 1 to 5)
Small baskets or trays for manipulatives
Visual aids with pictures showing one more or one less
Floor mats or carpet squares for individual work areas

Lesson Outline

Time	Activity	Description	Assessment & Questions	Differentiation / Support
0-5 mins	Starter: Number Recap & Warm-up	Recap yesterday’s learning briefly by counting together to 5, touch and count manipulatives. Use the number line and ask “What is this number?” Encourage children to recall numbers 0 to 5.	Observe children’s confidence in counting and number recognition. Ask: “Who can show me 3?” “What comes after 2?”	Support SEN by modelling counting slowly, pairing verbal with visual cues. Use larger manipulative sets for easier handling.
5-10 mins	Introducing ‘One More’ Concept	Show 3 counters on a tray. Ask: “If I add one more, how many do I have now?” Model placing one more object and counting aloud. Repeat with different numbers (1 to 4). Use number line to show adding +1 visually.	Question children: “What is one more than 2?” “Can you show me one more than 4?” Listen to their explanations.	For advanced learners, challenge with “What is two more than 2?” or “If I take one away, what number is left?”
10-15 mins	Exploring ‘One Less’ Concept	Starting with a set of 4 counters, ask: “If I take one away, how many are left?” Physically remove one to demonstrate. Use number line to move down one space. Repeat with various numbers (1 to 5), emphasising “less.”	Encourage children to verbalise: “One less than 5 is?” “What happens when one is taken away?”	For some children, scaffold by guiding hand-over-hand removal of counters. Use visual aids with pictures showing objects being removed.
15-25 mins	Interactive “One More, One Less” Game	Children sit in a circle. Spin the “number spinner” or roll dice to show a number (up to 5). Each child takes a turn to say “one more than X is...” or “one less than X is...” and then add / remove counters on their mats. Peers encourage or help as needed.	Teacher notes who identifies correctly and offers praise or gentle prompts. Use targeted questions to extend or support understanding.	Pair SEN children with a peer buddy. Provide extra time or visual number charts. For advanced learners, ask “What if we add two more?” or simple addition beyond 5 using visual support.
25-30 mins	Plenary and Reflection	Review key learning points by asking children to show ‘one more’ and ‘one less’ with fingers or manipulatives. Sing a counting song incorporating one more and one less concept (e.g., “Five Little Ducks” with variation). Summarise learning in simple terms.	Ask: “Who can tell me what one more means?” “What do we do when we find one less?” Confirm understanding through thumbs up/down.	Use smiley face cards to allow children to self-assess confidence with concept. Support with one-on-one if necessary after plenary.

Differentiation Strategies

Use small groups to provide more focused adult support for SEN learners during hands-on activities.
Visual supports, clear and simple language, and consistent routines for children with communication needs.
For total beginners or 3-4-year-olds in nursery, focus on practical experience with “more” and “less” vocabulary.
For those ready for additional challenge, introduce simple story problems, e.g., “If I have 3 apples and get one more, how many now?”

Extension Activities for Advanced Learners

Encourage children to explore one more or one less with numbers beyond 5 using extended number lines and manipulatives.
Introduce simple addition and subtraction symbols (+, -) in a hands-on matching activity.
Play “Number Detective” where children find and write numbers that are one more or one less than a given number on mini whiteboards.
Use real-world contexts, e.g., “We had 4 birds on the fence, one flew away. How many are left?”

Teacher Reflection / Notes

Monitor engagement closely; smaller mixed-ability groups allow individualised support.
Use positive reinforcement to build confidence, especially for SEN or more reluctant learners.
Consider incorporating outdoor provision with natural materials (stones, sticks) for one more/less activities next lesson.
Keep instructions clear and scaffolded, frequently revisiting number lines and manipulatives to consolidate learning.
Reflect on use of questioning to deepen understanding and support learners with less verbal confidence.

This lesson aims to nurture early numeracy intuitively through active participation, aligned with your rural school context and inclusive ethos, while meeting the statutory learning goals of the EYFS framework.

Teaching Instructions