Grade 1 Mathematics: Numbers to 50 – Counting and Number Patterns – Week 10 Term 3

1. Count

To say numbers in order from 1 upwards or backwards

2. Pattern

A repeated design or sequence that follows a rule

3. Skip counting

Counting by jumping over numbers (like 2, 4, 6, 8 or 5, 10, 15, 20)

4. Sequence

Numbers arranged in a particular order following a pattern

5. Number line

A line with numbers marked at equal intervals to show number order

Hook Activity:

“Number Detective” game – Display a number chart 1-50 with several numbers missing. Challenge learners to be detectives and find the “missing numbers” by counting carefully.

Introduction Activities:

• Sing the “Counting Song” from 1-50 with actions and movements
• Quick review: Count around the circle from 1-30, each learner says the next number
• Introduce today’s learning: “Today we’re going to explore numbers up to 50 and discover exciting patterns!”

Direct Instruction (15 minutes):

Using a large number chart (1-50), demonstrate counting from 31-50, emphasizing number patterns (31, 32, 33… noting the “thirty” pattern). Show skip counting in 2s using concrete objects (pairs of shoes, socks) and in 5s using hands (fingers). Highlight patterns: “What do you notice about numbers when we count in 2s? What about 5s?”

Guided Practice (15 minutes):

Work together as a class to:

• Count in 2s using body parts (2 eyes, 4 eyes, 6 eyes…) up to 20
• Count in 5s using hands (5, 10, 15, 20…) up to 50
• Complete missing number sequences on the board: 35, __, 37, __, 39
• Create number patterns using manipulatives (counting bears, blocks)

Independent Practice (10 minutes):

Learners work individually or in pairs to:

• Complete worksheet with number sequences and patterns
• Use counting objects to create their own skip counting patterns
• Practice writing numbers 40-50 in their workbooks
• Solve simple word problems involving counting (e.g., “There are 5 groups with 4 learners each. How many learners altogether?”)

Consolidation Activity:

“Pattern Parade” – Groups of learners demonstrate different counting patterns (counting in 1s, 2s, 5s) using movements and actions. Class identifies which pattern each group is showing.

Exit Ticket:

Each learner completes: “Count in 2s: 2, 4, 6, __, __” and “What number comes after 47?” Share answers with a partner before leaving the carpet.

📝 Formative Assessment

• Observe learners during counting activities for accuracy and confidence
• Listen to oral responses during guided practice
• Check completion of number patterns during independent work
• Monitor peer discussions and explanations

📋 Summative Assessment

• Completed worksheet with number sequences 1-50
• Exit ticket responses
• Individual oral counting assessment (1-50)
• Pattern creation and explanation activity

🤝 For learners who need support:

• Provide number charts and manipulatives for all activities
• Focus on smaller number ranges (1-30) with gradual extension
• Use peer buddies for counting activities
• Give extra practice with concrete objects before abstract work
• Allow more time for completion of tasks

🚀 For advanced learners:

• Extend counting to 100 and introduce counting in 10s
• Create their own number patterns and teach them to classmates
• Solve more complex word problems involving patterns
• Explore relationships between different skip counting patterns
• Work with larger numbers and more complex sequences

♿ For learners with barriers:

• Use multi-sensory approaches (visual, auditory, kinesthetic)
• Provide clear, simple instructions with visual cues
• Break tasks into smaller, manageable steps
• Use technology aids where appropriate (counting apps, audio support)
• Allow alternative ways to demonstrate understanding

✅ What worked well:

[To be completed after lesson – Note learner engagement levels, successful activities, and effective differentiation strategies]

🔧 What could be improved:

[To be completed after lesson – Identify challenges, timing issues, and areas needing adjustment]

📝 Notes for next lesson:

[To be completed after lesson – Plan follow-up activities, address misconceptions, and build on successes]