Lesson Plan
Counters Count Up!
Students will use manipulatives (counters and ten frames) to solve addition problems within 10 and represent them with equations, with teacher prompts and scaffolds, at 80% accuracy.
This lesson is important because it helps students build a strong foundational understanding of addition by connecting concrete manipulative work to abstract mathematical equations. This approach fosters a deeper comprehension of number relationships within 10.
Audience
1st Grade, EC Resource Math
Time
45 minutes
Approach
Students will move from concrete manipulatives to written equations.
Materials
-Counters (2-color counters or connecting cubes), -Ten frames, -Whiteboards and dry erase markers, -Addition Problem Cards (within 10), -Pretty Pictures Exit Ticket, -Self-Monitoring Checklist, -Counters Count Up! Script, -Counters Count Up! Slide Deck, -Addition Practice Worksheet, and -Addition Practice Answer Key
Prep
Preparation Steps
15 minutes
- Review the Counters Count Up! Lesson Plan and all generated materials.
- Print and cut out Addition Problem Cards (within 10) (make enough sets for independent practice).
- Prepare individual student sets of counters and ten frames.
- Prepare whiteboards and dry erase markers for each student.
- Print the Pretty Pictures Exit Ticket (one per student).
- Print the Self-Monitoring Checklist (one per student or display digitally).
Step 1
Warm Up: Vocabulary Review
5 minutes
Teacher Actions
- Write "add, plus, equals, altogether, sum" on the board and review each definition.
- Remind students that 'add' means to put amounts together.
- Place 5 counters on the table and ask: “Let’s count these together. How many do we have?”
- Add 2 more counters and ask: “Now I added 2 more. How many in all? Let’s write this as a math equation: 5 + 2 = 7.”
- Highlight the connection: “The counters show the numbers, and the equation shows it in math language. Remember that adding is building up and putting numbers or groups together.”
Student Actions
- Count aloud with the teacher: “1, 2, 3, 4, 5.”
- Respond to the question: “Seven.”
- Repeat the equation with the teacher: “5 + 2 = 7.”
- Verbally connect manipulatives to the equation when prompted.
Step 2
Teacher Input/Modeling (I Do)
5 minutes
Teacher Actions
- Display an Addition Problem Card (within 10) (e.g., 4 + 3).
- Say: “Here is our first problem: 4 + 3.”
- Model using a ten frame: Place 4 counters, then 3 more.
- Count aloud with students: “Let’s count all together… 1, 2, 3, 4, 5, 6, 7.”
- Write equation on board: 4 + 3 = 7.
- Say: “I used counters to show the numbers. I added them together, then I wrote the matching equation.”
Student Actions
- Watch the teacher demonstration.
- Count aloud as the teacher places counters.
- Repeat the equation after the teacher.
- Respond to check-in: “The counters match the numbers.”
Step 3
Guided Practice (We Do)
15 minutes
Teacher Actions
- Hand out ten frames, counters, and whiteboards to each student.
- Display an Addition Problem Card (within 10) (e.g., 5 + 2) and say: “Our problem is 5 + 2. Let’s do this together.”
- Prompt step-by-step:
- “Place 5 counters on your ten frame.”
- “Now add 2 more counters.”
- “Count all of them out loud with me.”
- “Now write the equation 5 + 2 = 7 on your whiteboard.”
- Sentence frame prompt: Say: “I solved the problem by ___.”
- Circulate to monitor, giving feedback like: “Try counting again,” or “Yes, you matched your counters to your equation.”
Student Actions
- Manipulate counters to represent the problem.
- Count aloud with teacher and peers: “1, 2, 3, 4, 5, 6, 7.”
- Write equation on whiteboard.
- Use the sentence frame and say: “I solved the problem by showing ___ and ___ with counters. Altogether, I have ___ counters.”
- Respond to corrective feedback and make adjustments.
Step 4
Independent Practice (You Do)
10 minutes
Teacher Actions
- Provide each student with 2–3 Addition Problem Cards (within 10) (e.g., 3 + 4, 6 + 2, 5 + 1).
- Say the directions: “Solve each problem by using your counters first. Then write the equation. Finally, check your work with your Self-Monitoring Checklist: Did I use counters? Did I write an equation? Did my equation match my counters?”
- Observe and record data on a checklist for accuracy and independence.
Student Actions
- Independently use counters to solve problems.
- Write matching equations on whiteboards or lined paper.
- Use Self-Monitoring Checklist to monitor progress and say: “Yes, I used counters. Yes, my equation matches.”
- Ask for help if stuck.
Step 5
Closure
5 minutes
Teacher Actions
- Review one problem with the group.
- Ask: “How did using counters help you solve the problem?”
- Connect to the next lesson: “Today we used counters to solve addition problems. Next time, we will practice drawing pictures to solve.”
Student Actions
- Share responses: “The counters helped me see the numbers.”
- Reflect with a sentence frame: “I solved the problem by using counters.”
- Listen to the teacher preview of the next step.
Step 6
Exit Ticket: Pretty Pictures
5 minutes
Teacher Actions
- Give each student one Pretty Pictures Exit Ticket problem (e.g., 3 + 4, 5 + 2, 6 + 1).
- Hand out a small set of counters (10 per student).
- Say:
- “Use your counters to solve the problem on your exit ticket.”
- “Count your counters out loud as you place them.”
- “Write the equation that matches your counters.”
- Observe each student briefly as they solve and collect exit tickets.
Student Actions
- Manipulate counters to model both addends.
- Count aloud: “1, 2, 3, 4, 5, 6, 7.”
- Record matching equations on the ticket (e.g., 3 + 4 = 7).
- Hand in a completed exit ticket.
Slide Deck
Counters Count Up!
Let's learn to add using our counters!
Welcome students and introduce the day's focus. Explain that today we'll be using counters to help us with addition.
Vocabulary Review
• Add: to put amounts together
• Plus: another word for add
• Equals: the same as
• Altogether: in total
• Sum: the answer to an addition problem
Introduce or review the vocabulary words. Have students repeat them and discuss their meanings. Emphasize 'add' as putting amounts together. Use the example 5 + 2 = 7 with counters.
I Do: Watch Me Add!
Problem: 4 + 3
1. Use counters to show the first number.
2. Add counters for the second number.
3. Count them all!
4. Write the equation.
Model the first problem (e.g., 4 + 3) using a ten frame and counters. Count aloud with students and write the equation on the board. Explain each step clearly.
We Do: Let's Add Together!
Problem: 5 + 2
1. Place 5 counters on your ten frame.
2. Add 2 more counters.
3. Count them all!
4. Write the equation on your whiteboard.
Sentence frame: "I solved the problem by showing ___ and ___ with counters. Altogether, I have ___ counters."
Distribute materials. Guide students step-by-step through a problem (e.g., 5 + 2) using their counters and whiteboards. Encourage them to use the sentence frame.
You Do: Add On Your Own!
Your turn to add!
1. Use your counters to solve each problem.
2. Write the equation on your whiteboard.
3. Use your Self-Monitoring Checklist to check your work!
Explain the independent practice. Provide problem cards and remind students to use their counters, write the equation, and use the self-monitoring checklist. Circulate and observe.
Closure: Reflect and Look Ahead
How did using counters help you solve problems today?
Next time: We'll practice drawing pictures to solve addition problems!
Review one problem from independent practice. Ask students how counters helped them. Preview the next lesson (drawing pictures for addition).
Exit Ticket: Show What You Know!
Use your counters to solve the problem.
Count your counters out loud.
Write the equation that matches your counters.
Distribute exit tickets and 10 counters per student. Explain the instructions for the exit ticket. Observe students as they complete it.
Script
Counters Count Up! Script
Warm Up: Vocabulary Review (5 minutes)
Teacher: "Good morning, mathematicians! Today, we're going to dive into the wonderful world of addition. Before we begin, we have some important vocabulary to review. These words will help us talk about what we're learning."
(Teacher writes "add, plus, equals, altogether, sum" on the board.)
Teacher: "Our first word is add. When we add, we put amounts together. Like if I have 5 cookies and I add 2 more, I'm putting them together to find out how many I have in total. Can you all say 'add' with me?"
Students: (Repeat) "Add!"
Teacher: "Great! Our next word is plus. Plus is another word for add. We use it in our math sentences. Say 'plus'."
Students: (Repeat) "Plus!"
Teacher: "Then we have equals. When we use 'equals', it means 'is the same as'. So, 5 plus 2 equals 7. Say 'equals'."
Students: (Repeat) "Equals!"
Teacher: "Altogether means in total, or how many you have when everything is combined. And finally, the sum is the answer to an addition problem. It's what you get when you add numbers together. Can you say 'sum'?"
Students: (Repeat) "Sum!"
Teacher: "Excellent! Now, let's see these words in action. I'm going to place some counters on the table."
(Teacher places 5 counters on the table.)
Teacher: “Let’s count these together. How many do we have?"
Students: “1, 2, 3, 4, 5.”
Teacher: “Fantastic! We have 5 counters. Now I'm going to add 2 more. Watch carefully!"
(Teacher adds 2 more counters.)
Teacher: “Now I added 2 more. How many in all? Let’s count them altogether to find the sum."
Students: (Count with teacher) "1, 2, 3, 4, 5, 6, 7.”
Teacher: “Seven! That's right! So, 5 plus 2 equals 7. Let’s write this as a math equation: 5 + 2 = 7.”
(Teacher writes "5 + 2 = 7" on the board.)
Teacher: “Now, let’s all repeat that equation together: 5 + 2 = 7.”
Students: (Repeat) “5 + 2 = 7.”
Teacher: “Look at how the counters show the numbers, and the equation shows it in math language. The counters help us see the numbers we are adding. Remember that adding is building up and putting numbers or groups together. The numbers get bigger!”
Teacher Input/Modeling (I Do) (5 minutes)
Teacher: "Alright, everyone, eyes on me! I'm going to show you exactly how we're going to use our counters to solve addition problems. This is the 'I Do' part, so you just watch and listen."
(Teacher displays the Addition Problem Card (within 10) for 4 + 3. Have the slide I Do: Watch Me Add! up on the screen.)
Teacher: “Here is our first problem: 4 + 3. I want to find out what 4 plus 3 equals. I'm going to use my ten frame and counters to help me."
(Teacher models placing 4 counters on the ten frame.)
Teacher: "First, I put 4 counters on my ten frame because that's the first number in our problem."
(Teacher models placing 3 more counters on the ten frame.)
Teacher: "Now, I need to add 3 more counters for the second number. See how I'm putting them with the first group?"
Teacher: “Now, to find the sum, I need to count all of them altogether. Let’s count all together… 1, 2, 3, 4, 5, 6, 7.”
Teacher: "The total is 7! So, 4 plus 3 equals 7. I'll write the equation on the board: 4 + 3 = 7."
(Teacher writes "4 + 3 = 7" on the board.)
Teacher: “Let’s repeat that equation together: 4 + 3 = 7.”
Students: (Repeat) "4 + 3 = 7."
Teacher: "I used counters to show the numbers. I added them together, then I wrote the matching equation. Does anyone notice how the counters on the ten frame match the numbers in our equation?"
Students: (Respond) "The counters match the numbers."
Guided Practice (We Do) (15 minutes)
Teacher: "Excellent observation! Now it's our turn to do this together. This is the 'We Do' part. I'm going to give each of you a ten frame, some counters, and a whiteboard."
(Teacher hands out ten frames, counters, and whiteboards to each student. Have the slide We Do: Let's Add Together! up on the screen.)
Teacher: "Everyone ready? Our problem is 5 + 2. Let’s do this together, step by step."
(Teacher displays an Addition Problem Card (within 10) for 5 + 2.)
Teacher: "First, I want you to place 5 counters on your ten frame."
(Pause for students to place counters. Circulate to ensure students are following the instruction.)
Teacher: "Good! Now, you need to add 2 more counters next to the first 5. Go ahead and place those 2 counters."
(Pause for students to add counters. Circulate.)
Teacher: "Great job! Now that we have all the counters for 5 and 2, let’s count all of them out loud with me to find the sum."
Students: (Count aloud with teacher and peers) “1, 2, 3, 4, 5, 6, 7.”
Teacher: "Wonderful! The sum is 7. Now, on your whiteboard, I want you to write the equation: 5 + 2 = 7."
(Pause for students to write the equation. Circulate and check. Provide feedback like: “Try counting again,” or “Yes, you matched your counters to your equation.”)
Teacher: "Who would like to share how they solved the problem using our sentence frame? Remember, the sentence frame is: 'I solved the problem by showing ___ and ___ with counters. Altogether, I have ___ counters.'"
Students: (Students use the sentence frame to explain their process.)
Teacher: "That's a perfect explanation! You used your counters to show the numbers and then counted them altogether to find the sum. Let's try one more quickly. What about 3 + 4? Follow the same steps on your ten frame and whiteboard."
(Repeat the process for 3 + 4, providing prompts and circulating for feedback.)
Independent Practice (You Do) (10 minutes)
Teacher: "You all are doing a fantastic job representing addition with your counters! Now, it's time for you to practice on your own. This is the 'You Do' part."
(Teacher provides each student with 2–3 Addition Problem Cards (within 10) and a Self-Monitoring Checklist. Have the slide You Do: Add On Your Own! up on the screen.)
Teacher: “Here are your problem cards. Your directions are: First, solve each problem by using your counters. Then, write the equation that matches what you did with your counters on your whiteboard or on a piece of lined paper. Finally, check your work with your Self-Monitoring Checklist. The checklist asks: Did I use counters? Did I write an equation? Did my equation match my counters? Make sure you can say 'yes' to all those questions for each problem!"
(Circulate to observe and record data on accuracy and independence using a checklist. Provide support as needed.)
Teacher: "Remember, if you get stuck, it's okay to ask for help!"
Closure (5 minutes)
Teacher: "Alright everyone, let's bring it back together. Great work solving those problems independently!"
(Review one problem from the independent practice with the whole group, perhaps by asking a student to model it.)
Teacher: “How did using your counters help you solve the addition problems today? What did you see or do that was helpful?"
Students: (Share responses, e.g., “The counters helped me see the numbers.” or “I could move them to count them all.”)
Teacher: "That's exactly right! The counters give us a hands-on way to understand what adding means. You were able to show the numbers and then combine them to find the total."
Teacher: "Today we used counters to solve addition problems. You did a wonderful job showing the numbers and writing the equations. Next time, we will practice a different strategy: drawing pictures to solve addition problems. That will be another great way to show your math thinking!"
Students: (Listen to the teacher preview of the next step.)
Exit Ticket: Pretty Pictures (5 minutes)
Teacher: "Before we finish for today, I have one more quick problem for you to solve to show what you've learned. This is your Pretty Pictures Exit Ticket."
(Teacher gives each student one exit ticket problem and a small set of 10 counters per student.)
Teacher: “On your exit ticket, you'll see one addition problem. Your job is to:
- Use your counters to solve the problem on your exit ticket.
- Count your counters out loud as you place them.
- Write the equation that matches your counters on the ticket.
"Remember to take your time and show me what you know!"
(Teacher observes each student briefly as they solve and collects exit tickets.)
Teacher: "Once you're done, please hand in your exit ticket. You all did a fantastic job with our 'Counters Count Up!' lesson today!"
Activity
Addition Problem Cards (within 10)
Instructions for Teacher: Print these cards and cut them out. You will need one set for modeling and guided practice, and 2-3 individual cards per student for independent practice. You can laminate them for durability.
4 + 3
5 + 2
3 + 4
6 + 2
5 + 1
7 + 3
2 + 5
1 + 8
4 + 4
0 + 6
2 + 2
3 + 3
1 + 6
5 + 5
Worksheet
Pretty Pictures Exit Ticket
Instructions: Use your counters to solve the problem below. Count them out loud. Then, write the equation that matches your counters.
Problem:
6 + 1 =
My Equation:
Differentiation Sentence Frame (Optional):
I solved ___ + ___ by using counters. My answer is ___.
Worksheet
Self-Monitoring Checklist for Addition
Instructions: After you solve each addition problem, use this checklist to make sure you did all the steps!
Problem 1:
- Did I use my counters to show the numbers? (Yes/No)
- Did I write the equation? (Yes/No)
- Did my equation match what I did with my counters? (Yes/No)
Problem 2:
- Did I use my counters to show the numbers? (Yes/No)
- Did I write the equation? (Yes/No)
- Did my equation match what I did with my counters? (Yes/No)
Problem 3:
- Did I use my counters to show the numbers? (Yes/No)
- Did I write the equation? (Yes/No)
- Did my equation match what I did with my counters? (Yes/No)
Worksheet
Addition Practice: Counters Count Up!
Instructions: Use your counters and ten frame to solve each addition problem. Then, write the equation in the space provided.
- Show 3 counters. Add 2 more. How many altogether?
Equation:
- Show 4 counters. Add 5 more. How many altogether?
Equation:
- Show 6 counters. Add 3 more. How many altogether?
Equation:
- Show 1 counter. Add 7 more. How many altogether?
Equation:
- Show 5 counters. Add 4 more. How many altogether?
Equation:
- Show 2 counters. Add 8 more. How many altogether?
Equation:
Answer Key
Addition Practice Answer Key
Addition Practice: Counters Count Up! Worksheet
-
Show 3 counters. Add 2 more. How many altogether?
- Thought Process: Start with 3 counters. Add 2 more. Count all the counters: 1, 2, 3, 4, 5.
- Equation: 3 + 2 = 5
-
Show 4 counters. Add 5 more. How many altogether?
- Thought Process: Start with 4 counters. Add 5 more. Count all the counters: 1, 2, 3, 4, 5, 6, 7, 8, 9.
- Equation: 4 + 5 = 9
-
Show 6 counters. Add 3 more. How many altogether?
- Thought Process: Start with 6 counters. Add 3 more. Count all the counters: 1, 2, 3, 4, 5, 6, 7, 8, 9.
- Equation: 6 + 3 = 9
-
Show 1 counter. Add 7 more. How many altogether?
- Thought Process: Start with 1 counter. Add 7 more. Count all the counters: 1, 2, 3, 4, 5, 6, 7, 8.
- Equation: 1 + 7 = 8
-
Show 5 counters. Add 4 more. How many altogether?
- Thought Process: Start with 5 counters. Add 4 more. Count all the counters: 1, 2, 3, 4, 5, 6, 7, 8, 9.
- Equation: 5 + 4 = 9
-
Show 2 counters. Add 8 more. How many altogether?
- Thought Process: Start with 2 counters. Add 8 more. Count all the counters: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
- Equation: 2 + 8 = 10
Pretty Pictures Exit Ticket Answer
Problem: 6 + 1 = ?
- Thought Process: Start with 6 counters. Add 1 more. Count all the counters: 1, 2, 3, 4, 5, 6, 7.
- Equation: 6 + 1 = 7