Mathematics - Week 1

Introduction (2-3 minutes)

Show your student a basket containing 10 colorful objects (blocks, crayons, small toys). Hold up the basket and ask: "How many do you think we have in here?" Allow your student to guess. Accept any answer positively: "That's a good guess! Let's find out the exact number by counting."

Say: "Today we're going to learn to count objects from 1 to 10. Counting helps us find out exactly how many things we have—not just a guess, but the real, exact amount."

Main Activity (8-10 minutes)

Step 1: Teacher Models Counting (3 minutes)

Take the objects out of the basket and spread them in a line on the table or floor. Say: "Watch how I count. I'm going to touch each block and say one number." Point to each object, one at a time, counting aloud: "1, 2, 3, 4, 5, 6, 7, 8, 9, 10." Move each object slightly as you count it, or push it to the side.

Emphasize: "I touched each block ONE time. Each block gets ONE number. That's called one-to-one correspondence—one object, one number word."

Point to the last object: "The last number I said was 10. That means there are 10 blocks total."

Step 2: Count Together (3 minutes)

Put the objects back in a line. Say: "Now let's count together. Point to each block with me." Count slowly with your student, both of you pointing: "1, 2, 3, 4, 5, 6, 7, 8, 9, 10."

Repeat this 2-3 times. Each time, change the arrangement slightly (line, circle, scattered) to show that arrangement doesn't matter—the count stays the same.

Say: "Did you notice? No matter how we arrange the blocks, we still have 10! Counting tells us the exact amount."

Step 3: Student Counts Independently (2-3 minutes)

Say: "Now it's your turn to count all by yourself. I'll watch." Observe as your student counts the 10 objects. If they skip a number or count an object twice, gently stop and say: "Let's slow down and make sure we touch each one just once. Let's try again together."

Once successful, celebrate: "You did it! You counted to 10 all by yourself!"

Step 4: Mix It Up (1-2 minutes)

Rearrange the objects in a different pattern (circle, two rows, random pile). Ask: "I moved the blocks around. Do we still have 10?" Let your student count again to discover that yes, it's still 10.

Explain: "The order and arrangement don't change how many we have. Counting always gives us the same true answer: 10 blocks."

Practice (5-7 minutes)

Give your student a new set of 10 different objects (if available—coins, toys, crayons) or use the same blocks. Say: "Can you count these and tell me how many there are?" Observe as they count independently.

Provide 2-3 different counting opportunities:

• Count blocks lined up in a row
• Count blocks scattered on the table
• Count blocks in a pile (touching each as they count)

If your student is successful, try giving them 7 or 8 objects and ask them to count. This shows they can count accurately to any number within 10, not just exactly 10.

Give gentle correction if needed: "I saw you counted that one twice. Let's move each block aside as we count it, so we know which ones we've already counted."

Closure (2-3 minutes)

Ask: "What did we learn to do today?" (Count to 10!) "Why is counting helpful?" (It tells us exactly how many, not just a guess.)

Celebrate their success: "You learned to count to 10 today! That's a very important skill. Tomorrow, we'll practice counting lots of different things around our house."

Give a high-five or positive affirmation: "I'm proud of how carefully you counted each object. You used your mind to figure out the exact number!"

Introduction (2-3 minutes)

Review yesterday's lesson: "Yesterday we learned to count to 10 using blocks. Today we're going on a counting adventure! We're going to count all kinds of different things to see that counting works for everything."

Ask: "Can we count toys? Can we count books? Can we count crayons?" (Yes to all!) "Let's find out!"

Main Activity (8-10 minutes)

Counting Hunt: Go around your home together and collect 10 of one type of object. For example, gather 10 spoons from the kitchen. Count them together: "1, 2, 3...10."

Then find a different type of object. Collect 10 crayons. Count together again.

Repeat with 3-4 different object types: books, shoes, toys, etc.

Each time, emphasize: "It doesn't matter what we count—blocks, spoons, or crayons—counting always works the same way. One-to-one correspondence: one object, one number."

Practice (5-7 minutes)

Give your student a basket and say: "Find 10 toys and bring them here." Let them collect and count independently. Check their count: "Let's count together to make sure we have 10."

Repeat with different object types: "Now find 8 books" or "Collect 6 stuffed animals." This shows they can count to any number within 10.

Closure (2-3 minutes)

Ask: "What did we discover today?" (We can count anything!) "Does counting work the same way for blocks and books and toys?" (Yes!)

Preview: "Tomorrow we'll see if counting works even when objects are mixed up and not in a neat line."

Introduction (2-3 minutes)

Show 10 objects arranged in a neat line. Count together. Then mix them up into a scattered pile. Ask: "Oh no! I mixed them up! Do we still have 10?" Count together to find out. (Yes, still 10.)

Say: "Today we're going to prove that no matter how we arrange objects, the count stays the same."

Main Activity (8-10 minutes)

Arrange 10 objects in different patterns, counting each time:

• Straight line: Count together (10)
• Circle: Mix them into a circle. Count together (still 10)
• Two rows: Arrange in 2 rows of 5. Count together (still 10)
• Random scatter: Spread them randomly. Count together (still 10)
• Pile: Stack them in a messy pile. Count together by touching each (still 10)

After each arrangement, ask: "Did the number change?" (No!) "Why not?" (Because we still have the same objects, just in a different place.)

Practice (5-7 minutes)

Give your student 10 objects and say: "Arrange these any way you want—make a picture, a pattern, whatever you like. Then count them." Let them create their own arrangement and count.

Repeat 2-3 times with different creative arrangements. Each time, verify: "You're right, still 10!"

Closure (2-3 minutes)

Ask: "What did we learn today?" (Arrangement doesn't change the count.) "If I lined up 10 blocks and you made a circle with 10 blocks, would we have the same amount?" (Yes!)

Preview: "Tomorrow we'll learn to match number symbols (like the number '5') with the right amount of objects."

Introduction (2-3 minutes)

Show a card with the numeral "5" written on it. Say: "This is the symbol for five. When we see this, it means we have 5 of something." Place 5 objects below the card.

Say: "Today we're going to match number symbols with the right amount of objects. This helps us read and write math!"

Main Activity (8-10 minutes)

Lay out numeral cards 1-5 in order. Work together to place the correct number of objects below each card:

• Card "1" → Place 1 object
• Card "2" → Place 2 objects
• Card "3" → Place 3 objects
• Card "4" → Place 4 objects
• Card "5" → Place 5 objects

Count each group together to verify. Say: "The numeral tells us how many to count."

Now add cards 6-10 and repeat the activity. Let your student place the objects for each numeral with your guidance.

Practice (5-7 minutes)

Mix up the numeral cards. Show a card (e.g., "7") and say: "Show me this many objects." Let your student count out 7 objects.

Repeat with different numerals: 3, 9, 5, 10, 2, etc. Give positive feedback for correct matches.

Reverse activity: Place a group of objects (e.g., 6 blocks) and ask: "Which numeral card matches this group?" Let your student find the "6" card.

Closure (2-3 minutes)

Ask: "What do numerals tell us?" (How many of something we have.) Show the "10" card and ask: "If I showed you this card, how many objects would you give me?" (10.)

Preview: "Tomorrow we'll practice everything we've learned this week and show how good we've gotten at counting!"

Introduction (2-3 minutes)

Say: "This week you learned so much about counting! Today we're going to show off all your counting skills. We'll do a counting challenge to see how much you've learned."

Review briefly: "What does one-to-one correspondence mean?" (One object, one number.) "Does it matter how objects are arranged?" (No!)

Main Activity (8-10 minutes)

Counting Challenge - Five Stations:

Station 1: Count 10 objects in a line (classic counting)

Station 2: Count 8 different objects scattered on the floor (messy arrangement)

Station 3: Match numeral card "6" with 6 objects

Station 4: Given 9 objects, find the correct numeral card

Station 5: Count backwards from 10 to 1 (if ready; otherwise, count forward to 10 one more time)

Celebrate success at each station: "You got it! Your counting is excellent!"

Practice (5-7 minutes)

Draw and Count Activity: Give your student paper and crayons. Say: "Draw 10 circles (or stars, or flowers). Count them as you draw to make sure you have exactly 10."

After drawing, have them count their drawn objects. Then write the numeral "10" next to their drawing.

If time allows, repeat with different quantities: "Draw 5 smiley faces" or "Draw 7 squares."

Closure (2-3 minutes)

Celebrate the week's learning: "You learned to count to 10 this week! That's amazing! You can count any objects, no matter what they are or how they're arranged. You can even match number symbols to quantities. You're becoming a mathematician!"

Give a certificate of achievement (optional): "You completed Week 1 of Grade 1 Math!"

Preview: "Next week, we'll learn to add numbers together to make bigger numbers. Get excited!"