New
New
Year 1

# Representing counting songs

I can use manipulatives and pictures to represent ‘how many’ in songs.

New
New
Year 1

# Representing counting songs

I can use manipulatives and pictures to represent ‘how many’ in songs.

Share activities with pupils
Share function coming soon...

## Lesson details

### Key learning points

1. Secure understanding of counting principles explored so far (stable-order, one-to-one, cardinal).
2. Know the importance of number rhymes in developing our number sense.

### Common misconception

Inaccurate representation of the number rhymes.

Once again, ensure all children have access to countable objects to manipulate alongside the ideas within the slides.

### Keywords

• Represent - To represent something is to show it in a different way. A raindrop in the song can be represented with a cube or counter.

Children learn through repetition, so sing number rhymes throughout the day to help them become familiar with numbers and the patterns between them. Different rhymes will help develop different mathematical skills beyond those in this lesson.
Teacher tip

### Licence

This content is © Oak National Academy Limited (2024), licensed on Open Government Licence version 3.0 except where otherwise stated. See Oak's terms & conditions (Collection 2).

## Starter quiz

### 6 Questions

Q1.
Say each count. Which is in the correct order?
1, 5, 3, 4, 2
Correct answer: 1, 2, 3, 4, 5
1, 3, 4, 2, 5
Q2.
Say the count. What number is missing?
4
5
Q3.
We use counting to __________
Correct answer: find out how many
count on
only in songs
Q4.
Count the chicks. How many chicks are there altogether?
3
4
6
Q5.
How many pens are there in the group?
7
8
9
Q6.
I have 3 cubes. I need 7 cubes. What number can I start counting from?

## Exit quiz

### 6 Questions

Q1.
How many raindrops are there?
4
6
7
Q2.
How many fingers are showing?
5
6
8
Q3.
How many green bottles are there on the wall?
5
6
7