Lesson Plan One (Ideas from Bradby, 2001)

Introductory Information
Year Level: Foundation
Date: 6th April 2015
Topic: Number Sense and Counting
Content Description
(Australian Curriculum): Establish understanding of the
language and processes of counting by naming numbers in sequences, initially to and
from 20, moving from any starting point (ACMNA001).
Lesson Objectives:
The Students will:
1. Use concrete materials to count to 5
2. Use correct numerals and recognize in pattern
Assessment (practical):
Objective 1: Use concrete material to recognize correctly the ways to make up 5
Objective 2: Identify correct numeral equal to the materials 0 - 5
Support: Use numerals and materials of 0 to 5, use group work and also partners to
assist
Extension: Introduce counting to ten
Materials:
Video of Five Little Monkeys (https://www.youtube.com/watch?v=b0NHrFNZWh0)
Finger puppets of five monkeys, mum and doctor from song (appendix 1)
Numbers 0 5 (appendix 2)
Counters
5 and 10 frames (appendix 3)
Colouring sheets of monkeys (appendix 4)
Lesson Outline
Introduce: (10 minutes)
In this lesson we are going to start with watching the video of 5 little monkeys jumping
on the bed, this will be supported with the numerals 0-5 to represent the groups of
monkeys as well. One monkey will be removed at a time so children can visualize the
groupings of numbers and concrete with finger puppets. Question children throughout
to answer how many monkeys are left? Continue this throughout the song at each
number of monkeys.
Repeat the song again without the finger puppets instead use 5 frame and counters on
board and include numerals as support.
Explore: (40 minutes)
Using the concrete materials (counters, unifix blocks etc) children will practice making
groups of 5. There will be time for the children to explore and play with the materials.
Then using a 5 frame ask students to place counter in each space as you count from 0
to 5. Ask the students to tell you how many there are as you go to reinforce the concept
of the groups and numerals.
Students can move into partner work to group counters 0-5 and place correct numeral
with the group.
Students can use the colouring sheets and book to make there own concrete materials
for numbers 1 to 5.
EDUC 5183

Hannah Knight - 110165771

Reflect: (10 minutes)

Bring students back to main group and discuss the numbers 0 to 5, ask different
questions included how many counters is 5 or 2, which number is more, what numbers
can make 5. Allow students to share their colouring sheets and discuss what number
they have used. Add to a book so students can refer to later.
Lesson Plan Two (Adapted from Amanda, Lessons.atoz.com)
Introductory Information
Year Level: Foundation
Date: 7th April 2015
Topic: Number Sense and Counting
Content Description
(Australian Curriculum): Establish understanding of the
language and processes of counting by naming numbers in sequences, initially to and
from 20, moving from any starting point (ACMNA001).
Lesson Objectives:
The Students will:
1. Use concrete materials to count from 0 to 10
2. Use correct numerals and recognize in pattern from 0 to 10
Assessment (practical):
Objective 1: Use concrete material to recognize correctly the ways to make 10
Objective 2: Identify correct numeral equal to the materials 0 to 10
Support: Ensure every student is confident on numbers 0 to 5 before moving on to 0 to
10
Extension: Explore numbers beyond ten
Materials:
Ten Apples up on Top! (LeSieg, 1961)
Apple cut outs (appendix 5)
Pictures of students
Ten Frame (appendix 3)
Counters (Unifix blocks, teddys etc)
Paper, glue sticks, colouring pencils
Lesson Outline
Introduce: (10 Minutes)
The book for toadys lesson is Ten Apple Up on Top, which will be read as a class. As we
went along in the story children would answer how many apples are up on top.
Throughout doing this it would be observed if students were unsure of what number of
apples is left or if they have to actually count the apples in concrete.
Explore: (40 minutes)
There will be students pictures on the bottom of a page with the sentence __________
has _____ apples up on top. To determine how many apples each student would have
apple cutouts that children can colour in, would be distributed and the students would
draw numbers and use concrete material to determine how many they would need. The
apple cutouts would then be pasted on top of their pictures.
The pages would then be made into a book with the students filling out the blank space
with their name and number of apples and would go in order from 0 to ten as a
EDUC 5183

Hannah Knight - 110165771

reference point for students to look at.

After this for extension, I would give the students a ten frame and ask them to put
apples or counters onto each ten frame for a personal reference of groups that make up
ten. They can use concrete and numerals to reinforce concepts.
Reflect: (10 minutes)
Bring the class back together to show the book that they made and reinforce the
concepts discussed. Ask questions to whole group, what do we know about 10, what can
we use to make 10. Reinforce on the board for those who dont quite grasp the concepts
like what makes up 10.
Introductory Information

Year Level: Foundation

Date: 8th April 2015
Topic: Number Sense and Counting
Content Description
(Australian Curriculum): Establish understanding of
language and processes of counting by naming numbers in sequences, initially to a
from 20, moving from any starting point (ACMNA001).
Connect number names, numerals and quantities, including zero, initially up to 10 a
then beyond. (ACMNA002)

Lesson Objectives:
The Students will:
1. Use concrete materials to count from 0 to 20, have practice using these number
2. Use correct numerals and recognize in pattern from 0 to 20
Assessment (practical):
Objective 1: Answer questions about numbers 0 to 20 in a group
Objective 2: Connect numerals to concrete materials

Support: Ensure every student is confident on numbers 0 to 10 before moving on to 2

Extension: Introduce place value with tens and ones.
Materials:
One Moose, Twenty Mice (Beaton,
Fill the Frames 1-20 (appendix 6)
1999)
Counters
Paper, coloured pencils
Die
Concrete materials eg animals
Lesson Outline
Introduce: (10 minutes)
The book for todays lesson is One Moose, Twenty Mice by Clare Beaton. As a group
will read the story and discuss as we go along the numbers and animals being used
represent the numerals. Ask the children throughout the story to identify what numbe
being discussed and to count the number of animals. Use a number line to represent t
in larger form on the board. Observe if children are still counting on their fingers
counting the animals from 0-10. If they are then 0-10 might need to be discussed furth

Explore: (40 minutes)

With a visual aid of the book, students can start to answer questions such as how ma
frogs, whales, monkeys, ducks, hens and elephants. Students will explore numbers 0
20 using plenty of concrete materials such as animals, counters etc to begin
understand the groupings and numerals of 0 to 20. Students will then play Fill
EDUC 5183

Hannah Knight - 110165771

Frames 1-20 (adapted from k-5 Math Teaching Resources) in partners in order
reinforce both the concrete and numeric ideas of numbers 1-20.

Reflect: (10 minutes)

Bring the students back together to discuss what they found out while playing the ga
of Fill the Frame. Ask them what they know about the numbers 0-20 and then
represent this both numerically and with concrete on the board to show other students
Lesson Plan Three (Ideas from Reys et al, 2012)
Lesson Plan Four (adapted from tesaustralia)
Introductory Information
Year Level: Foundation
Date: 9th April 2015
Topic: Number Sense and Counting
Content Description
(Australian Curriculum): Establish understanding of the
language and processes of counting by naming numbers in sequences, initially to and
from 20, moving from any starting point (ACMNA001).
Connect number names, numerals and quantities, including zero, initially up to 10 and
then beyond. (ACMNA002)
Lesson Objectives:
The Students will:
1. Use concrete material to explore numbers 0 to 20
2. Use correct numerals for numbers 0 to 20
Assessment (practical):
Objective 1: Use concrete materials to identify multiple ways to make up 10 and 20
Objective 2: Correctly identify the numeric value of a number in realtion to the concrete
materials
Support: Use numbers 0-20 and use concrete materials to investigate and further
evaluate
Extend: Introduce number lines 0-20, introduce addition and subtraction with counting
Materials:
Concrete materials, counters etc
Number line game cards (appendix 7)

EDUC 5183

Hannah Knight - 110165771

Lesson Outline
Introduce: (10 minutes)
Throughout todays lesson we are establishing the ideas and concepts taught within
previous lessons based on the numeric and concrete values of number 0 to 20. By
starting the lesson with asking children to show or explain what they know about the
numbers between 0 and 20 we can establish what children may need more help with
these concepts. However, students should know the numerals as well as concrete
materials of these numbers without having to count. Questions such as what does the
can you tell me about the number___? How many cars are shown here?
Explore: (40 minutes)
This lesson will be based on mostly exploration of both concrete materials moving into
numerals of numbers 0 to 20. Students will be encourages exploring and practicing
making groups up to 20 and understanding what it is that makes 20.
Students will be introduced to the number line game card, where each student will be
given a number line from 0 to 20 and on each table there will be a spinner. Each
students starts at the number 10 and move up and down the number line with a counter
according to the spin, the first student to get to 0 or 20 (teachers choice) is the winner.
Observe what strategies children are using in order to count and play the game,
encourage children to using concrete materials to count on their number lines.
Reflect: (10 minutes)
Bring students back to together to discuss as a group what they found out, what
strategies did they use. Support the discussion about numbers and number lines to
increase understanding.

Lesson Plan Five (adapted from North Carolina Department of Public

Instruction)

EDUC 5183

Hannah Knight - 110165771

Introductory Information

Year Level: Foundation

Date: 9th April 2015
Topic: Number Sense and Counting
Content Description (Australian Curriculum):
Connect number names, numerals and quantities, including zero, initially up to 10 a
then beyond. (ACMNA002)

Lesson Objectives:
1. Practice counting with concrete materials 0 to 20
Assessment (practical):
Objective 1: Ensure students are confident correctly counting from up to and beyond 2
Objective 2: Explore the notion of concrete materials in relation to the numerals from
to 20

Support: Focus on lower numbers 0-10 and extend as necessary using ten frames a
concrete material
Extend: Introduce concepts of addition using number lines from previous lesson
Materials:
Number Line
Ten frames
Concrete materials
I have, Who has game cards (appendix 8)
Whiteboard/projected numbers 0-20 for reference

Lesson Outline
Introduce: (10 minutes)
Throughout this lesson the concepts learnt throughout previous lessons is to be exam
to ensure children grasp the concepts confidently. The students will complete a do
tens frame to recap the previous lessons and have the concrete materials of numbe
20 as reference for the following activity. Ask students before starting the game what
remember/know about the numbers 0-20 and observe what children are confident
this.

Explore: (40 minutes)

The students will participate in the I have ____, Who has _____? game. The game c
will be distributed to each student, a student will start by asking who has ____?.
students should record this number and the student with that number will answer w
have, Who has?. This pattern continues until all cards have been used. To increase stu
engagement the game can be played in smaller groups so children will have mul
cards each.
Throughout this game, the formative assessment will include observing how quickly
children recognize the numbers with tens and ones.
The teacher should offer support of ask leading question when needed to prompt stud
or offer encouragement.
If students are struggling you could draw small illustration on the cards to form a conc
example of the number they are looking for or have.

Reflect: (10 minutes)

Bring students back together as a whole group to discuss what it is they learnt throug
EDUC 5183

Hannah Knight - 110165771

this game, and how this can be understood in everyday life. Allowing the student
answer the questions about the numbers they can then transfer this into life by kno
how to listen and adapt this to numbers.

Conclusion
Number and place value is the starting point for learning mathematics and
is started from a young age. Foundation year when students are 5 or 6 is
an important time for students to develop this as they are just forming the
ability to comprehend the ideas surrounding counting and place value.
Therefore, there are many benefits to this topic within this age group and
time frame, this is due to the fact that it is understood as the most
important skill young children can develop within their mathematics
(Westwood, 2008). This skill in the start of much more complex ideas and
without the basic knowledge of number and place value the concepts
taught later in their schooling will be difficult to grasp and comprehend.
Number sense and place value is the key idea for leading on to the four
operations, which is the next step for children in their mathematical
learning process.
The main form of assessment for this topic is formative, which is used
throughout the five lesson plans as an ongoing process. This is understood
through the observation conducted regularly during the lesson as a
checkpoint to gain insight into the students knowledge and learning. With
the main method assessment being observation during class and while
students are working it is also important to keep track of these
EDUC 5183

Hannah Knight - 110165771

observations to increase the awareness of individual students, so keeping

a record of this is a good method (Reys, et al, 2012). These observations
can includes ideas and notes about the ways in which students use the
concrete materials, whether or not they are counting in sequence or with
one-to-one correspondence and how quickly they can recognize the
numerals 0-20. With observations of students in these areas it can support
potential lesson plan ideas and the extension of students learning and
knowledge. Language is another observation that will need to be
addressed, as the student should be started to understand and use
mathematical language in conjunction with the topic and ideas being
taught. The individual needs and preferred learning method should also be
observed in order to ensure that each student has a chance to excel in
their learning, so lesson plans should be altered to fit individual students
needs. In order to fairly assess a student through observation there are a
number of different issues to identify and ensure are covered before a
child can be deemed as confident in the topic, so questions aimed at the
children is a good way to discover where a child sits in their
understanding.
The 5 lesson plans should teach children to be confident with numbers 020 and start to understand and grasp the concept of place value in
realtion to this. By following the activities and assessment strategies
outlined the aims of moving children towards having an understanding of
language and processes of counting by being able to name numbers in a
correct sequence from0 to 20 and connect number names, numerals and
the quantities or numbers 0 to 10 (ACARA, 2012). The future lesson plans
for the foundation level mathematics should continue to work with place
value and move onto addition and subtraction using the basic knowledge
learnt during number sense.

EDUC 5183

Hannah Knight - 110165771

References
A-Z Teachers Stuff, 10 Apples Up On Top Class Book Activity, viewed 6th
April 2015.
<http://lessons.atozteacherstuff.com/163/10-apples-up-on-top-class-bookactivity/>
Australian Curriculum Assessment and Reporting Authority 2012, The
Australian Curriculum: Mathematics, Commonwealth of Australia.
Beaton, C 1999, One Moose, Twenty Mice, Sydney NSW, Peribo Pty Ltd.
Bobis, J. (1996). Visualization and the development of number sense with
kindergarten children. In Mulligan, J. & Mitchelmore, M. (Eds.) Children's
Number Learning : A Research Monograph of the Mathematics Education
Group of Australasia and the Australian Association of Mathematics
Teachers. Adelaide: AAMT.
Bradby, J 2001, Rigby Maths for South Australia: Year 1 Teachers Resource
Book, Reed International, Australia.
EDUC 5183

Hannah Knight - 110165771

Flick Box HQ, 2013, Five Little Monkeys Jumping on the Bed, YouTube, 24th
October, viewed 6th April 2015, https://www.youtube.com/watch?
v=b0NHrFNZWh0
K-5 Maths Teaching Resource, 2015, Fill the Frames, viewed 6th April 2015.
<http://www.k-5mathteachingresources.com>
LeSieg T, 1962, Ten Apples Up on Top!, Random House Books for Young
Readers.
North Carolina Department of Public Instruction, First Grade Unit Exploring
Two Digit Numbers, Accountability and Curriculum Reform Effort in
Response to a Framework for Change , Public Schools of North Carolina.
Reys, R, Lindquist, M, Lambdin, D, Smith, N, Rogers A, Falle J, Frid, S,
Bennett, S 2012, Helping Children learn Mathematics, 1st edn, John Wiley
& Sons, Australia.
Tes Australia, 2013, Games with number lines 0-20, TSL Education
Australia PTY Limited, viewed 6th April.
<http://www.tesaustralia.com/ResourceDetail.aspx?storyCode=6313852&
2013>
Tsao, Y.L. & Lin, Y. C. (2012) Elementary School Teachers' Understanding:
Towards the Related Knowledge of Number Sense. US China Education
Review B1. (p 17 30) davidpublishing.com.
Westwood, P 2008, What teachers need to know about Numeracy:
Numeracy in Early Childhood, ACER press, Victoria, Australia

Appendices
Appendix 1. Finger puppets
Appendix 2. Cut out numbers of 0 to 5
Appendix 3. 5 and 10 frames
Appendix 4. Colouring in sheets of monkeys
Appendix 5. Apple cutouts
Appendix 6. Fill the Frames
Appendix 7. Number line game cards
Appendix 8. I have, Who has game cards
EDUC 5183

Hannah Knight - 110165771

10

Appendix 1.

EDUC 5183

Hannah Knight - 110165771

11

EDUC 5183

Hannah Knight - 110165771

12

01
23
45
EDUC 5183

Hannah Knight - 110165771

13

Appendix 2.
Appendix 3.

Five Frame.

Ten Frame.

EDUC 5183

Hannah Knight - 110165771

14

Appendix 4.

Appendix 5.

EDUC 5183

Hannah Knight - 110165771

15

Appendix 6.
Fill the Frames (1-20)

Materials:
Dice, marked with numerals 1-6

EDUC 5183

Hannah Knight - 110165771

16

Double ten frames

Counters

1.
2.
3.
4.

Work with a partner. Collect one die and a double ten frame each
Take turns to roll a die and count out a matching number of counters
Place one counter in each space on your top frame
Keep taking turns until you have both filled all twenty spaces on
your frames
5. Remove counters and play again.

Appendix 7.

EDUC 5183

Hannah Knight - 110165771

17

EDUC 5183

Hannah Knight - 110165771

18

Appendix 8.

I have 1

I have 2

I have 3

I have 4

I have 5

I have 6

I have 7

I have 8

I have 9

I have 10

I have 11

I have 12

I have 13

I have 14

I have 15

I have 16

I have 17

I have 18

I have 19

I have 20

EDUC 5183

Hannah Knight - 110165771

19

Who has 0
tens and 1
one?

Who has 0
tens and 2
ones?

Who has 0
tens and 3
ones?

Who has 0
tens and 4
ones?

Who has 0
tens and 5
ones?

Who has 0
tens and 6
ones?

Who has 0
tens and 7
ones

Who has 0
tens and 8
ones?

Who has 0
tens and 9
ones?

Who has 1
ten and 0
ones?

Who has 1
ten and 1
one?

Who has 1
ten and 2
ones?

Who has 1
ten and 3
ones?

Who has 1
ten and 4
ones?

Who has 1
ten and 5
ones?

Who has 1
ten and 6
ones?

Who has 1
ten and 7
ones?

Who has 1
ten and 8
ones?

Who has 1
ten and 9
ones?

Who has 2
tens and 0
ones?

EDUC 5183

Hannah Knight - 110165771

20