Lesson Summary: Methodology of Counting Natural Numbers within 10
Date: 30.10.2024
Teacher: İbishova Züleykha
Subject: Methodology of Teaching Mathematics (Grade 1 level)
Class: 1
Topic: Counting and recognizing natural numbers within 10
Standard: 1.1.1. Reads and writes numbers within 10 (approximate standard, according to
grade 1 curriculum)
Learning Objectives
Counts numbers within 10 correctly and knows their order.
Associates a given number (up to 10) with a group of objects.
Recognizes the written form of numbers within 10.
Determines the quantity of objects and answers the question “How many?”.
Integration and Resources
Integration: Azerbaijani language, Life skills, Art
Work Form: Individual work, group work, whole-class work
Teaching Methods: Discussion, aquarium, true-false rubric, auction (can be adapted
according to methodology)
Resources: Textbook, methodological guide, counting sticks/cubes, number cards (1–10),
ten-frames, different objects/pictures (fruits, animals, etc.)
Lesson Process
Motivation
To attract students’ attention and create interest in counting, familiar objects or models are
used.
The teacher places objects on the table (e.g., 3 red apples, 2 green apples, 5 pencils, 1 eraser).
Questions: “Children, how many apples are on the table?” or “Are there more pencils or
erasers?”
Research Questions
Why do you think counting objects is necessary?
Where do we use numbers up to 10 in everyday life?
Research Activity
Active learning methods are used.
“Count and Show” Game (Individual work): Each student is given a ten-frame (or counting
sticks). The teacher says a number (e.g., “4”), and students place that many objects.
“Group Counting” (Group work): Students are divided into groups. Each group receives a
box with different quantities of objects (1–10). Task: count them and choose the correct
number card for the box. Integration with language: Students make correct sentences (“There
are 5 red apples”).
Information Exchange and Discussion
Students share and discuss their work.
Each group presents the number of objects in their box with the corresponding number card.
Teacher: “Group 1, how did you know there are 7 objects in the box?”
Teacher emphasizes the importance of counting in order.
“True or False” Activity: Teacher makes statements about numbers 1–10 and object groups.
Students raise “true” or “false” cards. Example: “This group has 6 pencils.”
Conclusion and Generalization
Teacher summarizes the group work.
Question: “How did we count the objects and connect them with numbers?”
One student writes numbers 1–10 on the board and draws circles to match each number (Art
integration).
Auction Game: Teacher shows pictures of objects (or sticks), students “buy” the correct
number by raising their hand and saying it aloud.
Students revisit the research questions with their new knowledge.
Creative Application
Students receive worksheets.
Task: Draw and color a certain number of shapes (e.g., 3 triangles, 5 circles), then write the
number below. This combines counting with visual and motor skills.
Assessment
Students use self-assessment criteria during group discussions.
Criteria Almost Sometimes Never
Always
We clarified the
task.
We stayed on task.
Everyone
participated in the
discussion.
We gave reasons to
reach a conclusion.
After self-assessment, students discuss with the teacher how to improve their work.
Homework
• At home, students solve riddles related to counting objects up to 10.
• For each riddle, they create a group of objects from household items (e.g., 5 pencils, 3
cups).
• Example riddles:
o Riddle 1: I have 5 fingers in my hand. How many are they? (Answer: 5)
o Riddle 2: From morning to evening it travels in the sky, only one Sun.
(Answer: 1)
• Then, students write the number (in digits) of one of these groups on a big sheet of
paper.
