Counting Up with Fun Faces!

Math Grades 1st Grade 3:18 Video
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Lesson Description

Let's learn to count up and add numbers while making silly faces! Get ready to move and groove while practicing math.

Video Resource

First Grade Brain Break: Counting Up

Move and Groove Math

Duration: 3:18
Watch on YouTube

Key Concepts

  • Counting up
  • Addition
  • Number recognition

Learning Objectives

  • Students will be able to count up from a given number to add.
  • Students will be able to solve simple addition problems within 20.
  • Students will demonstrate an understanding of the addition by associating the correct number with the answer.

Educator Instructions

  • Introduction (5 mins)
    Begin by explaining to students that they will be learning to count up to add numbers. Tell them they will also get to make silly faces! Show them the video.
  • Video Activity (5 mins)
    Watch the 'First Grade Brain Break: Counting Up' video. Encourage students to participate actively by counting along and making the faces for the correct number of seconds.
  • Practice Together (10 mins)
    After the video, write some similar counting up problems on the board (e.g., Start at 5, count up 3). Have students solve the problems together as a class. You can use manipulatives (like blocks or counters) to help them visualize the counting process. Have them make the fun faces after to reinforce the math with a physical activity.
  • Independent Practice (10 mins)
    Give students individual worksheets with counting up problems to solve. Provide assistance as needed. Encourage them to draw pictures or use manipulatives to help them find the answers. Add a section where they have to draw a silly face that equals the number of seconds for each question.
  • Wrap-up (5 mins)
    Review the key concepts of counting up and addition. Ask students what they learned and how they can use this skill in everyday life.

Interactive Exercises

  • Number Line Counting
    Use a number line on the board. Call out a 'start number' and a 'count up' number. Have students use their fingers to trace counting up that amount on the number line to find the answer.
  • Boom Cards Game
    If available, use the Boom Cards linked in the video description for a digital and interactive counting up game.

Discussion Questions

  • What does it mean to count up?
  • How can counting up help us add numbers?
  • What other ways can we add numbers?

Skills Developed

  • Counting
  • Addition
  • Problem-solving

Multiple Choice Questions

Question 1:

What is 3 count up 2?

Correct Answer: 5

Question 2:

If you start at 6 and count up 4, what number do you get?

Correct Answer: 10

Question 3:

What is 1 + 5?

Correct Answer: 6

Question 4:

Count up 3 from the number 7.

Correct Answer: 11

Question 5:

Which of these means the same as counting up?

Correct Answer: Adding

Question 6:

What is 10 count up 3?

Correct Answer: 13

Question 7:

If you start at 2 and count up 6, what number do you get?

Correct Answer: 10

Question 8:

What is 4 + 4?

Correct Answer: 8

Question 9:

Count up 5 from the number 5.

Correct Answer: 10

Question 10:

How can counting up help us?

Correct Answer: To add numbers

Fill in the Blank Questions

Question 1:

Counting up is like ________ numbers together.

Correct Answer: adding

Question 2:

If you start at 4 and count up 2, you get _______.

Correct Answer: 6

Question 3:

7 + 1 = _______

Correct Answer: 8

Question 4:

Counting up helps us learn how to ________.

Correct Answer: add

Question 5:

If you start at 9 and count up 1, you get _______.

Correct Answer: 10

Question 6:

5 plus 2 is _______.

Correct Answer: 7

Question 7:

Counting ____ means to add.

Correct Answer: up

Question 8:

If I count up 3 from 5, my answer is _______.

Correct Answer: 8

Question 9:

When we count, we make the number ________

Correct Answer: bigger

Question 10:

What number do you get when you add 6 + 4? _______

Correct Answer: 10

Educational Standards

CCSS.Math.Content.1.OA.C.5:Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). CCSS.Math.Content.1.OA.C.6:Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13). CCSS.Math.Content.1.OA.B.3:Apply properties of operations as strategies to add and subtract. (Students need not use formal terms for these properties.) Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)

Teaching Materials

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