Grade 3 Mathematics Lesson Plan: Counting
Materials Needed:
– Counters (beans, buttons, or small blocks)
– Number line posters
– Whiteboard and markers
– Worksheets for practice
– Interactive counting games (digital or physical)
– Visual aids (charts showing numbers 1-100)
Learning Objectives:
By the end of the lesson, students will be able to:
1. Count forwards and backwards up to 100.
2. Recognise and write numbers in words from 1 to 20.
3. Understand the concept of one-to-one correspondence when counting items.
Vocabulary:
1. Count – To say numbers in order.
2. Number – A symbol used to represent a quantity.
3. Backwards – Counting in reverse order (e.g., from 10 to 1).
4. One-to-one correspondence – Matching one item to one number as you count.
5. Quantity – The amount or number of something.
Previous Learning:
Students have previously learned numbers up to 50 and basic addition concepts. They are familiar with simple counting strategies but may need reinforcement in counting beyond this range.
Anticipated Challenges and Solutions:
– Challenge: Some students may struggle with counting beyond 20.
– Solution: Provide extra support with visual aids such as a number line and grouping counters into tens and units to help them visualise the numbers.
- Challenge: Some learners may mix up the order of numbers.
- Solution: Engage them in interactive counting games that reinforce the correct sequence through repetition.
Beginning Activities (4 minutes):
– Start with a brief introduction to the topic of counting. Ask students to count from 1 to 10 together.
– Introduce learning objectives and explain the importance of counting in everyday life (e.g., counting money, items in a store).
Middle Activities (32 minutes):
1. Direct Instruction (10 minutes):
– Teach counting from 11 to 100, using a number line to illustrate.
– Demonstrate one-to-one correspondence using counters. Show how to count objects accurately.
- Guided Practice (12 minutes):
- Students work in pairs using counters to count different quantities (e.g., how many counters can they make with 10, 20, and 30).
Circulate the classroom to support paired activities, ensuring correct counting methods are used.
Independent Practice (10 minutes):
- Hand out worksheets that involve filling in missing numbers in sequences and matching words to numbers (e.g., one = 1).
- Allow students to play interactive counting games in small groups or at individual tablets/computers if available.
End Activities (4 minutes):
– Conduct a brief reflection session where each student shares one new thing they’ve learned about counting.
– Use an “exit ticket” whereby students write down one number they counted today and one object they counted in pairs.
Assessment and Checks for Understanding:
– Monitor participation during guided practice.
– Review completed worksheets for accuracy.
– Collect and evaluate exit tickets for understanding.
Differentiation Strategies for Diverse Learners:
– Scaffolding: Provide additional one-on-one support for learners struggling to grasp the concept.
– Extension: Challenge advanced students with problems involving counting in groups of five or ten, or introducing simple skip counting.
Teaching Notes:
– Ensure that materials are accessible for all learners, including those with visual impairments (consider tactile numbers or contrasting colours).
– Build a positive and supportive atmosphere, encouraging all students to participate and express their understanding without fear of making mistakes.
– Use varied teaching methods (visual, auditory, and kinesthetic) to engage all types of learners.
This lesson plan aims to enhance students’ counting skills while promoting engagement, collaboration, and practical understanding of numbers in their everyday lives.