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LESSON PLAN: Counting Numbers 1-10 with Objects

Grade: Kindergarten
Subject: Mathematics
Standard: CCSS.MATH.CONTENT.K.CC.B.4 (Understand the relationship between numbers and quantities; connect counting to cardinality)
Duration: 30 minutes

LEARNING OBJECTIVES:
By the end of this lesson, students will be able to:

1. Count objects from 1 to 10 in the correct order
2. Match the correct number to a group of objects

MATERIALS NEEDED:

• Counting objects: blocks, buttons, or counters (at least 10 per student)
• Number cards 1-10 (large for teacher display)
• Small number cards 1-10 (1 set per student)
• Basket or container for objects
• “Counting Mat” (paper with 10 circles or squares for placing objects)
• Stickers or stamps for participation

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LESSON SEQUENCE

HOOK/ANTICIPATORY SET (3 minutes)

Hold up a basket filled with colorful objects (blocks or buttons).

“Wow! Look at all these blocks! I wonder how many I have? Let’s count together!”

Pull out blocks one at a time, counting aloud with exaggerated movements: “ONE… TWO… THREE… FOUR… FIVE!”

“Today we’re going to learn how to count objects all the way to 10!”

DIRECT INSTRUCTION (7 minutes)

Part 1: Count 1-5 (3 min)

• Show number card “1” and place 1 block on table. “This is ONE block.”
• Show number card “2” and place 2 blocks. “Let’s count: ONE, TWO!”
• Continue through 5, counting together each time
• Emphasize: “We touch each object as we count!”

Part 2: Count 6-10 (3 min)

• Continue with numbers 6-10
• Go slower for 8, 9, 10 - these are harder!
• Count all 10 together several times: “ONE, TWO, THREE, FOUR, FIVE, SIX, SEVEN, EIGHT, NINE, TEN!”

Part 3: Quick review (1 min)

• “Show me 3 blocks!” (Arrange 3 blocks)
• “Show me 7 blocks!” (Arrange 7 blocks)
• “The last number we say tells us HOW MANY we have!”

GUIDED PRACTICE (12 minutes)

Activity: Counting Together

Give each student 10 counting objects and a counting mat.

Instructions:

1. “Put 3 blocks on your mat. Count with me: ONE, TWO, THREE!” (Check all students)
2. “Now put 5 blocks on your mat. Count: ONE, TWO, THREE, FOUR, FIVE!” (Check all students)
3. “Put 8 blocks on your mat. Let’s count together!” (Walk around to help)
4. “Put all 10 blocks on your mat. Count out loud!”

Partner counting:

• “Work with your partner. I will hold up a number card.”
• Hold up card “6” - “Make a group of 6 blocks with your partner!”
• Repeat with cards: 4, 9, 2, 7

INDEPENDENT PRACTICE (5 minutes)

Activity: “Match the Number”

Each student gets:

• 10 counting objects
• Small number cards 1-10 spread out in front of them

Directions:

1. “I will say a number. You count out that many blocks.”
2. “Then find the number card and put it next to your blocks!”

Call out numbers in this order:

• “Count out 4 blocks!” (Students find “4” card)
• “Count out 7 blocks!” (Students find “7” card)
• “Count out 10 blocks!” (Students find “10” card)

Walk around giving stickers to students who count correctly.

FORMATIVE ASSESSMENT (2 minutes)

Teacher shows different amounts of objects and asks individual students:

1. Hold up 3 blocks. “How many blocks do I have?” (Student answers: “Three!”)
2. Hold up 6 blocks. “How many blocks?” (Student answers: “Six!”)
3. Hold up 9 blocks. “How many blocks?” (Student answers: “Nine!”)

Class choral response:

• Show 10 blocks. “Everyone count together!” (Class counts to 10)

CLOSURE (1 minute)

“You did AMAZING counting today! Now you can count all the way to 10!”

“Let’s count to 10 one more time with our fingers!” (Hold up fingers while counting)

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DIFFERENTIATION STRATEGIES

For Struggling Learners:

• Start with counting to 5 only, add 6-10 gradually
• Use hand-over-hand to help touch and count objects
• Provide a number line visual (1-10) they can reference
• Use larger, easier-to-grasp objects

For Advanced Learners:

• Ask: “Can you count backwards from 10 to 1?”
• Challenge: “Show me a group of 8 using 2 different colors of blocks!”
• Extension: “Can you make groups that add to 10?” (e.g., 5 + 5)

For English Language Learners:

• Say each number clearly 3 times before moving on
• Use consistent physical gestures for each number
• Pair with a buddy who can model counting
• Visual number line posted at eye level

For Students with IEPs:

• Provide fewer objects if 10 is overwhelming (start with 5)
• Use textured or larger objects for sensory or fine motor needs
• Allow verbal counting without object manipulation if needed
• Provide preferential seating close to teacher during instruction

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ASSESSMENT NOTES

What to look for:

• Can students say numbers in the correct order (1-10)?
• Do they touch each object once as they count (one-to-one correspondence)?
• Can they tell you the total after counting (cardinality)?
• Do they recognize written numerals 1-10?

Exit ticket analysis:

• If most students can count to 10 correctly: Move to counting objects in different arrangements
• If students struggle with 6-10: Review 1-5 and slowly add higher numbers
• If students can’t match numbers to objects: More practice with one-to-one correspondence

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TEACHER PREPARATION CHECKLIST

[] Gather 10 counting objects per student (blocks, buttons, counters)
[] Create or print large number cards 1-10 for teacher display
[] Create or print small number cards 1-10 (1 set per student)
[] Prepare counting mats (1 per student) - can be paper with 10 circles drawn
[] Gather stickers or stamps for participation rewards
[] Set objects in baskets for easy distribution
[] Practice counting with exaggerated, clear pronunciation

Estimated prep time: 15 minutes