Look at the counters on the desk. How many might there be, and how can we be sure?
This is a ten-frame: a grid with ten spaces for counters. Count each set with me. The last number we say is how many there are.
Now the desk frame: the same four counters in a tidy row, then in a scatter. Count both. Same amount, different look: they look different but there are still four.
Let's build numbers on the ten-frame together. I'll call 3, then 5, then 8, then 10. Count each counter as it lands.
Build the number
In your maths copy, write the numerals 0 to 10 in one careful line.
- 0
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
Your turn to show the class. One pupil at a time builds 4, then 7, then 9, then 10 on the ten-frame and taps Check. Everyone else counts along and says if it matches.
Show me…
Think about the seven we counted on the ten-frame. What does that last number seven tell us about the whole set?
We counted four in a tidy row and four in a scatter. Why is the count still four?
The last number we say when we count is how many there are.
Moving the counters does not change how many: same amount, different look.
That was a sample lesson from Maths for 1st Class
Every lesson in the course is ready to teach like this one. See what else comes with it, and how to order it.
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