Lesson Overview

This grade 1 counting lesson plan walks students through building and counting sets up to 20 using a concrete-to-abstract progression. Students start with physical counters, move to ten-frames, and finish by recording numbers symbolically. The lesson fits comfortably into a 45 to 60 minute math block and aligns with number sense expectations across Canadian provincial curricula, including Ontario’s Grade 1 Math expectations (B1.1), the BC Math 1 curriculum, and similar documents in Alberta and Saskatchewan.

The central idea is simple: children need to touch numbers before they can write them. Moving from manipulatives to pictures to symbols gives every learner a fair entry point.

Learning Goal

Students will count, represent, and build sets of objects up to 20, connecting the spoken number word, the written numeral, and a physical quantity.

Success Criteria

  • I can count a set of objects up to 20 and say how many there are.
  • I can build a set that matches a given number using counters and a ten-frame.
  • I can write the numeral that matches a set I built.
  • I can tell if a number is more than 10 or less than 10 by looking at my ten-frame.

Materials

  • Two-colour counters (at least 20 per student or pair)
  • Printed or laminated double ten-frames (one per student)
  • Dry-erase markers and erasers (if ten-frames are laminated)
  • A large demonstration ten-frame for the board (magnetic or projected)
  • Number cards 1 to 20 (index cards work fine)
  • Mini whiteboards or number recording sheets
  • Connecting cubes as an optional alternate manipulative

Hook

Before students sit at their desks, scatter a small pile of counters on the carpet (somewhere between 12 and 18). Ask the class: “How many do you think are there? Give me a thumbs up when you have a guess.” Take three or four guesses without confirming any of them. Then say: “Let’s figure out a way to be sure.”

Invite a volunteer to count the pile. Most Grade 1 students will lose track somewhere above 10. That’s the point. Ask: “What made counting hard? What could we do to make it easier?” This surfaces the problem your lesson is about to solve, and it gives students a reason to care about ten-frames.

Direct Instruction

Bring out your large demonstration ten-frame. Remind students that the top row holds 10 spots and the bottom row holds 10 more, for 20 total. Place counters one at a time in the top row, filling left to right, counting aloud together as you go. Stop at 10 and ask: “How do we know this is 10 without counting again?” Students should notice the row is completely full.

Now continue adding to the bottom row to build a number like 14. Ask: “How many are in the top row? How many more did I add? So how many altogether?” Model saying: “10 and 4 more is 14.” Write the numeral 14 on the board next to the ten-frame. Repeat this with one more number, say 17, and this time have students write the numeral on their mini whiteboards simultaneously.

Keep direct instruction tight. About 8 to 10 minutes here is enough before students need to move.

Guided Practice

Students work in pairs with their own ten-frames and counters. Call out a number between 11 and 20. Both partners build the number on their ten-frame, then hold up a finger when they are done. Do a quick scan of the room before revealing: “Yes, 13 means 10 in the top row and 3 in the bottom row.”

After building four or five numbers together, add a step: students also write the numeral on their whiteboard beside the ten-frame. Ask pairs to check each other’s work. Circulate and listen for students saying “10 and ___” as they build. That language signals they are connecting the structure of the ten-frame to the meaning of the number.

Independent Practice

Give each student a recording sheet with six ten-frames printed on it. Beside each ten-frame is either a dot set they need to count and record, or a numeral they need to represent by filling in the ten-frame. Mix both task types so students practice reading a quantity and writing a number, and also building a set from a written numeral.

Numbers on the sheet should range from 10 to 20, with one or two below 10 as a confidence anchor. Students work independently and quietly. This is a good time to pull a small group for more targeted support.

Consolidation

Bring students back together. Choose two or three student recording sheets (with permission) to project or hold up for the group. Ask: “What do you notice? How did this person show 16?” Encourage students to use the language “10 and ___” in their answers.

Close with an exit ticket: hold up a ten-frame card showing a number between 11 and 20. Students write the numeral on their whiteboard and hold it up on your signal. A quick visual scan tells you who is secure and who needs follow-up.

Differentiation

Students Who Need More Support

Limit the range to 10 to 15 during independent practice. Provide a number line from 1 to 20 on their desk as a reference. Pair these students with a more confident peer during guided practice and check in with them specifically during the independent task. Using connecting cubes snapped into a tower of 10 plus extras can also make the “10 and more” structure more physically obvious than loose counters.

Students Ready for Extension

Challenge these students to find two different ways to build the same number using counters of two different colours. Ask them to record both ways (for example, 7 red and 10 yellow for 17, or 8 red and 9 yellow). This introduces early ideas about decomposing numbers and sets the stage for addition concepts coming later in the year.

Multilingual Learners

Post a visual anchor chart showing the ten-frame with the label “10 and ___ more = ___” alongside pictures of the counters. Number words in multiple languages are easy to find through provincial newcomer settlement resources. In British Columbia, the BC Ministry of Education provides multilingual family math resources that include number vocabulary. Pair verbal instructions with gesture and demonstration at every stage.

Assessment

The exit ticket at the end of consolidation gives you an immediate snapshot. Collect recording sheets and look for two things: accuracy in representing numbers above 10, and correct numeral formation (which is separate from counting but worth noting).

Keep a simple checklist with three columns: “builds sets accurately,” “writes matching numeral,” and “uses 10-and-___ language.” Anecdotal notes from your small-group pull during independent practice will round out the picture. No formal test is needed at this stage. Observation and work samples are the right tools here.

Follow-up Lessons

Once students are secure with building and counting sets to 20, natural next steps include comparing two sets (more than, fewer than, equal to), ordering numbers on a number line, and an introduction to adding on from 10. Each of those lessons can still use the ten-frame as the central model, which keeps the visual consistent and reduces cognitive load as the math gets more complex.

You can find a range of connected number sense lessons in our teaching lessons library, including activities on comparing numbers and early addition for Grade 1.

Frequently Asked Questions

How long does this lesson take?
Plan for 45 to 60 minutes for a full class. If your math block is shorter, split the lesson across two days: direct instruction and guided practice on day one, independent practice and consolidation on day two.

My students already know numbers to 10. Can I skip to numbers above 10?
You can start the guided practice at numbers 11 to 20, but still use the hook as described. Students who already know small numbers benefit from the ten-frame structure even when reviewing, and the hook surfaces the need for it naturally.

What if I don’t have printed ten-frames?
Draw a simple two-row grid on paper, or use an egg carton (the 12-cup kind works for numbers to 12). Free printable ten-frames are available through most provincial teacher resource sites. Our teaching resources section also links to printable math tools.

How do I align this to my province’s curriculum?
The counting and quantity expectations in this lesson map to number strand outcomes across all Canadian provinces for Grade 1. Check your specific provincial curriculum document for exact outcome codes. Links to each province’s ministry site are available on our provincial links page.

Continue the Conversation

Have a variation on this lesson that works well in your classroom? Spotted a great Canadian resource for early number sense? Share it with other Grade 1 teachers at the Canadian Teacher Community Forum. It’s a good spot to swap ideas, ask questions, and see what other teachers across Canada are doing in their math blocks.