Learning intention
Students will learn how to:
count up to 5 objects.
Success criteria
I will know I have been successful if I can:
- count up to 5 objects
- count and show up to 5 fingers.
Prerequisites
- Verbal number sequence 1 to 5
Languages
Reinforce the use of mathematical language: count, count forwards, count backwards
Misconceptions
- Objects that look different cannot be counted the same way.
Before the video
- Seat the class in a circle and count around the circle from 1 to 5 until everyone has had a turn. Repeat, but count backwards from 5 to 1. Have students follow the counting using their fingers.
- Drop objects into a container out of view (up to 5 objects) so that each object makes a noise. Have the students listen, count on their fingers and state how many objects were dropped in.
During the video
First viewing:
Watch the video without stopping or pausing. Then, ask the children to explain what happened in the video. Begin to draw out key vocabulary or possible misconceptions.
Second viewing:
| Pause point | Key learning | Action/discussion |
|---|---|---|
| 0:41 | Count 5 objects | Let’s count with Ed. |
| 2:28 | Count 2 objects | How many kazoos are there? Show me with your fingers. |
| 3:34 | Count backwards from 3 | Let’s count backwards with Ed. |
| 4:28 | Count 4 objects | How many stickers are there? Show me with your fingers. |
After the video
Counting stations:
- Set up counting tables with groups of up to 5 parcels/objects to count. Ask children to match a Mathletics number card to each group of objects.
My own number cards:
- Students make their own number cards – write each number 1 to 5 and draw/paint/stamp that number of objects on their cards.
Counting bead strings:
- Students make their own counting strings with beads from 1 to 5.