Grade 1 Mathematics Lesson Plan: Describe, Order and Compare Numbers to 20

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Materials Needed:

  • Flashcards with numbers 1-20
  • Number line (1-20)
  • Whiteboard and markers
  • Worksheets with number comparison exercises
  • Small objects (e.g. counters, beads) for hands-on activities
  • Digital device with number games/apps (e.g., a tablet with educational apps)

Learning Objectives:

By the end of the lesson, students will be able to:
1. Recognise and describe numbers from 1 to 20.
2. Order numbers sequentially from 1 to 20.
3. Compare numbers up to 20 to identify which is larger or smaller.
4. Use appropriate comparative language, such as more than, less than, and equal to.

Vocabulary:

  1. Number: A symbol used to represent a quantity.
  2. Order: Arranging numbers from smallest to largest or vice versa.
  3. Compare: Determine whether one number is more, less, or equal to another number.
  4. More than: A larger quantity or number.
  5. Less than: A smaller quantity or number.

Previous Learning:

Students have previously learned to count numbers from 1 to 10. They have also been introduced briefly to the concept of more and less.

Anticipated Challenges and Solutions:

  1. Confusion with Number Sequencing:
  2. Solution: Use physical number lines and interactive games to reinforce correct order.
  3. Difficulty with Comparative Language:
  4. Solution: Provide ample examples and practice sentences.
  5. Limited Attention Span:
  6. Solution: Incorporate hands-on activities to keep students engaged.

Beginning Activities (4 minutes):

  1. Introduction:
  2. Briefly explain the learning objectives to the class.
  3. Activate prior knowledge by counting together from 1 to 10 and extending to 20.
  4. Warm-Up:
  5. Show flashcards with numbers 1-20 randomly and ask students to shout out the numbers as quickly as they can.

Middle Activities (32 minutes):

  1. Direct Instruction (10 minutes):
  2. Use the number line to show numbers from 1-20.
  3. Demonstrate how to order a mixed set of number flashcards from 1-20.

  4. Explain comparative language (more than, less than, equal to) using pairs of numbers on the number line.



  5. Guided Practice (12 minutes):


  6. Activity 1: Provide students with their own set of number flashcards (1-20) and let them arrange the cards in the correct order with the teacher’s guidance.
  7. Activity 2: Use small objects and ask students to compare them. For example, create two groups of objects and have students state which group has more or less.

  8. Activity 3: On the whiteboard, write pairs of numbers (e.g., 7 and 12) and ask students to circle the larger number or the smaller number.



  9. Independent Practice (10 minutes):


  10. Distribute worksheets with number comparison exercises. Students will complete sentences like “5 is ____ than 8” with the words more than, less than, or equal to.
  11. Provide digital devices with educational apps focusing on number order and comparison for additional practice.

End Activities (4 minutes):

  1. Exit Ticket:
  2. Ask each student to choose a pair of numbers from the flashcards and state which number is more or less and add comparative sentences, e.g., “15 is more than 9.”
  3. Reflection:
  4. Have a brief whole-class discussion about what they learned, encouraging students to share something new they discovered about numbers.

Assessment and Checks for Understanding:

  • Correctly ordering and comparing number flashcards during guided practice.
  • Accuracy on worksheet exercises.
  • Performance on digital app activities.
  • Responses during the exit ticket activity.

Differentiation Strategies for Diverse Learners:

  1. Scaffolding:
  2. Provide additional visual aids and use manipulatives for students who need more support.
  3. Extension Activities:
  4. Challenge advanced students with higher number ranges or more complex comparative problems.

Teaching Notes:

  • Ensure each student has access to visual aids, either through printed materials or digital displays.
  • Use positive reinforcement to build confidence, especially for students struggling with new concepts.
  • Consider students with disabilities by providing larger print or tactile number cards as needed. Use assistive technology for visually or hearing-impaired students.

This lesson will help solidify students’ understanding of basic number sense, a crucial foundation for further mathematical learning. Engaging activities and scaffolding will ensure all students can participate and succeed.