Counting and Comparing

Lesson Information

• Subject: Mathematics
• Year Group: Year 1
• Lesson Duration: 60 minutes
• Unit: Counting 11 to 20 (Lesson 3 of 4)
• Lesson Title: Counting and Comparing Numbers 11-20
• Curriculum Area: Number and Place Value
• Curriculum Objective: Aligned to the UK National Curriculum for Mathematics, this lesson addresses the goal to "count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number" and "compare numbers, identifying which is more or less" for children working within Number in Year 1.

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Learning Objectives

By the end of this session, pupils will:

1. Count fluently and confidently forwards and backwards between 11 and 20.
2. Compare numbers between 11 and 20 to identify which is more or less.
3. Sequence numbers between 11 and 20 in the correct order.
4. Develop collaboration and reasoning skills through group activities.

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Success Criteria

• Pupils can accurately count forward and backward from 11 to 20 as a class and individually.
• Pupils correctly identify numbers that are larger or smaller when presented two numbers.
• Pupils work together to sequence number cards in the correct order.

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Required Resources

• Number cards (11-20), one set per group.
• Counters (5 packs, approx. 30 counters per pack).
• Whiteboards and markers (one per student).
• A number line poster (1-20) displayed at the front of the classroom.
• Activity: “Greater or Smaller?” worksheet (1 per student).
• Small plastic bowls to organise counters for each group.

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Lesson Outline

1. Starter Activity (10 minutes)

Purpose: Activate prior knowledge and engage pupils.

1. Introduction: Begin by gathering the class on the carpet area. Briefly review what they learned in Lesson 2—counting to 20 and recognising the numbers.
2. Quick Count Warm-Up: Lead the class in counting aloud from 1 to 20 using a number line poster, then count backwards.
3. Stand and Sit Game:
   • Teacher calls out numbers between 11 and 20. If the number is greater than 15, pupils stand up. If it’s less than or equal to 15, pupils sit down.
   • Repeat 4-5 times to build excitement and familiarity with comparisons.

Teacher Tip: Use an enthusiastic tone and praise pupils for quick responses to maintain engagement.

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2. Main Teaching Input (15 minutes)

Purpose: Teach counting and comparing numbers explicitly.

1. Counting in Sequence (5 mins):

   • Show the number line poster (11-20).
   • Point to each number, saying it aloud, and ask the pupils to count along with you.
   • Then, ask for a volunteer to come up and count backward from 20 to 11. Provide support and praise effort—encourage mistakes as a valuable part of learning.

2. Introducing Greater/Less Than (5 mins):

   • Take two sets of counters (e.g., 10 green, 17 yellow). Use a small bowl for each set.
   • Display them and ask, “Which group has more counters? How many in each group?”
   • After responses, introduce the words “greater" and “smaller.” Point to the number line to visually reinforce which numbers are higher or lower.
   • Example Question: “Which is greater, 18 or 14?” Lead a short discussion.

3. Modelling Sequencing (5 mins):

   • Using printed number cards (11 to 20), shuffle them and display them on the board. Ask pupils: “Can we put these in the right order from 11 to 20?”
   • Do this together, inviting volunteers to help, and emphasise that numbers get larger as we move forward in counting.

Teacher Tip: Keep this part interactive by asking lots of questions and celebrating correct answers, even if they’re a guess!

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3. Group Activity: Number Sequencing Challenge (15 minutes)

Purpose: Reinforce counting, comparing, and sequencing through teamwork.

1. Divide the Class into Small Groups: Each group of 5 pupils receives a shuffled set of number cards (11-20) and a corresponding set of counters.
2. Activity Instructions:
   • Step 1: Work together to count the numbers on the cards aloud, placing the cards in order from 11 to 20.
   • Step 2: Match the correct number of counters to the cards for visual reinforcement.
   • Step 3: Discuss in your group which numbers are smaller and which are larger—for example, ask them to isolate cards for the largest and smallest numbers in the range.
3. Challenge Round: Once all groups have completed the task, announce a 2-minute “Check” where each group reviews their sequence and explains their work to the teacher. (Teacher rotates among groups to listen and ask probing questions.)

Differentiation:

• For children who excel, incorporate a further challenge: shuffle the cards and ask them to sequence the cards backwards.
• For children who need extra support, provide a number line bookmark to refer to.

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4. Independent Task: “Greater or Smaller?” Worksheet (10 minutes)

Purpose: Apply skills individually.

• Distribute a worksheet, which shows pairs of numbers (e.g., 16 and 11, 19 and 13) with space for pupils to circle the greater number and underline the smaller one.
• Pupils complete this quietly at their desks, using counters or number line bookmarks as needed.

Assessment Opportunity: The teacher circulates to observe how pupils approach the task and offer support or challenge as appropriate.

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5. Plenary (10 minutes)

Purpose: Recap and consolidate learning.

1. Gather pupils back on the carpet. Using the number line poster, ask the class to count together one more time from 11 to 20 and then backward.
2. Conduct a quick-fire quiz: “Which is greater, 17 or 12?” “Which is smaller, 14 or 19?” Call on individual pupils to answer.
3. End with the “Magic Number Game”:
   • Teacher secretly chooses one number from 11 to 20.
   • Pupils take turns guessing the number; teacher responds with “greater” or “smaller” hints until someone successfully identifies it.

Reflection Question: “How do we know which numbers are greater or smaller? What clues can we look for?” Encourage pupils to share their reasoning.

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Assessment for Learning

• Observe pupils’ verbal contributions during group and carpet activities—take note of their confidence in counting and comparing numbers.
• Review completed worksheets to identify who can consistently determine “greater” and “smaller” numbers.
• Use the group activity to assess collaboration skills and whether pupils can sequence numbers independently.

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Extension for Home Learning

Send home a “Number Detective” activity for pupils to practice with parents. Provide printable cards (11-20) for parents to shuffle and challenge pupils to order them. Include instructions to discuss “greater” and “smaller” numbers as they play.

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Teacher Reflection

After the lesson, consider:

• Did the group activity successfully promote teamwork and sequencing skills?
• Were most pupils able to independently compare numbers using the worksheet?
• Are there any pupils who would benefit from further support with backwards counting or recognising greater/lesser values?