Counting in group of twos for JSS 1

Class: JSS 1
Term: First Term
Week: 7
Age: 12 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: NUMBER NUMERATION
Focal competence: Counting in group of twos
Key competencies/values: Collaboration
Skills:

• Student should be able to count in group of twos

Previous Lesson: HCF of whole numbers and differences between LCM and HCF
Topic: Counting In Twos
Subject Matter: Counting in group of twos

Specific Objectives

By the end of the lesson, pupils/students should be able to:

Cognitive Domain

• count in groups of twos;
• identify numbers that can be counted in groups of twos.

Affective Domain

• collaborate effectively in group counting activities.

Psychomotor Domain

• form bundles of two from a collection of 30 objects;
• demonstrate counting in twos using physical counters.

Social Domain

• participate actively in group discussions on counting patterns.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Essential Mathematics for Junior Secondary Schools Book 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Card board
• Flash card
• Charts showing numbers counted in twos
• Counters (e.g., counting sticks, pebbles, bottle tops)

Rationale for the Lesson

This lesson is important as it builds foundational number sense and introduces students to skip counting, a crucial skill for multiplication and division. Understanding counting in twos helps students recognize patterns in numbers and improves their mental arithmetic abilities, which are applicable in everyday life situations.

Prerequisite/Previous Knowledge

Students are expected to have prior knowledge of basic counting of numbers from 1 to 30.

Lesson Content/Board Summary

Counting In Twos

What is Counting in Twos?

Counting in twos means counting numbers by adding two each time. It involves skipping one number and saying the next. When we count in twos, we say only even numbers if we start from two.

Examples of counting in twos starting from 2:

1. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30.

How to Count in Groups of Twos

To count in groups of twos, you can:

1. Start with the number 2.
2. Add 2 to the current number to get the next number in the sequence.
3. Repeat this process to continue counting.

Forming Bundles of Two

Forming bundles of two means grouping objects into pairs. This helps to visualize counting in twos.

Steps to form bundles of two from a collection of objects:

1. Take a collection of objects (e.g., 30 bottle tops).
2. Group two objects together to form one bundle.
3. Continue forming bundles until all objects are grouped.
4. Count the number of bundles formed.

Worked Examples

Example 1

Question: Count in twos from 2 to 10.

Solution:

Step 1: Start with 2.

(2)

Step 2: Add 2 to the current number.

(2 + 2 = 4)

Step 3: Continue adding 2 until you reach 10.

(4 + 2 = 6)

(6 + 2 = 8)

(8 + 2 = 10)

Answer: (2, 4, 6, 8, 10)

Example 2

Question: You have 14 counting sticks. Form bundles of two and state how many bundles you have.

Solution:

Step 1: Take 14 counting sticks.

Step 2: Group the sticks into pairs of two.

First bundle: 2 sticks

Second bundle: 2 sticks

Third bundle: 2 sticks

Fourth bundle: 2 sticks

Fifth bundle: 2 sticks

Sixth bundle: 2 sticks

Seventh bundle: 2 sticks

Step 3: Count the number of bundles.

There are 7 bundles.

Answer: You have 7 bundles of two from 14 counting sticks.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Group Work, Individual Practice, Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Recalling/Engaging

Teacher’s Activity: The teacher greets the students and asks them to count numbers from 1 to 10 individually and then as a class.

Pupils’ Activity: Students respond to greetings and count numbers from 1 to 10.

Learning Point: Prior counting knowledge

Step 2: Introduction of Counting in Twos

Time: 7 minutes

Teaching Skill: Explaining/Illustrating

Teacher’s Activity: The teacher introduces the concept of counting in twos, explaining that it means adding two each time. The teacher writes “2, 4, 6, 8, 10” on the board and explains the pattern.

Pupils’ Activity: Students listen attentively and observe the pattern on the board.

Learning Point: Concept of counting in twos

Step 3: Demonstration with Counters

Time: 8 minutes

Teaching Skill: Demonstrating/Modelling

Teacher’s Activity: The teacher uses counting sticks or bottle tops to demonstrate counting in twos, grouping them in pairs and counting aloud (2, 4, 6…). The teacher asks students to repeat after him/her.

Pupils’ Activity: Students observe the demonstration and repeat the counting in twos after the teacher.

Learning Point: Practical counting in twos

Step 4: Group Activity – Counting in Twos

Time: 8 minutes

Teaching Skill: Facilitating/Collaborating

Teacher’s Activity: The teacher divides students into groups and provides each group with counters (pebbles, bottle tops). The teacher instructs them to count up to 30 in twos using their counters and form bundles of two.

Pupils’ Activity: Students work in groups, using their counters to count in twos and form bundles, collaborating with their group members.

Learning Point: Group counting practice

Step 5: Guided Practice – Forming Bundles

Time: 5 minutes

Teaching Skill: Guiding/Correcting

Teacher’s Activity: The teacher moves around the groups, observing their bundle formation and counting. The teacher provides guidance and corrects any errors, ensuring students understand how to form bundles of two from a collection of objects.

Pupils’ Activity: Students continue forming bundles and counting, seeking clarification from the teacher where needed.

Learning Point: Forming object bundles

Step 6: Worked Examples and Application

Time: 3 minutes

Teaching Skill: Explaining/Applying

Teacher’s Activity: The teacher presents the worked examples from the Board Summary, explaining each step clearly. The teacher asks students if they can think of real-life situations where counting in twos is useful.

Pupils’ Activity: Students pay attention to the worked examples and offer examples of real-life applications.

Learning Point: Applying counting in twos

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Count in twos from 2 to 20.
2. If you have 10 oranges, how many bundles of two can you make?
3. What is the next number when counting in twos after 16?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Understanding counting in twos

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils/students to copy the essential Board Summary notes on counting in twos into their notebooks.

Pupils’ Activity: Pupils/students copy the notes carefully into their notebooks.

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: Remaining 0 minutes

Teaching Skill: Summarizing

Teacher’s Activity: The teacher briefly reminds students that counting in twos is a useful skill for understanding numbers and preparing for more advanced mathematics. The teacher encourages them to practice counting in twos at home.

Pupils’ Activity: Students listen and acknowledge the importance of the lesson.

Learning Point: Reinforcement of counting

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your mathematics notebook.

1. Count in twos from 2 to 30.
2. Draw 24 circles and group them into bundles of two. How many bundles did you form?
3. Write down any five numbers that come when you count in twos starting from 4.

Lesson Keywords

• Counting – The process of determining the number of items in a group or set.
• Twos – Referring to groups or increments of two.
• Bundles – A collection of items tied or grouped together.
• Even numbers – Whole numbers that are divisible by 2 without a remainder (e.g., 2, 4, 6, 8…).
• Skip counting – Counting by a number other than 1, such as by 2s, 5s, or 10s.

Differentiation

For weaker learners, provide more one-on-one guidance during group activities, using larger, easily manipulable counters. Focus on counting smaller sets of objects in twos (e.g., up to 10 or 12) before progressing. For faster learners, challenge them to count in twos starting from an odd number (e.g., 1, 3, 5…) or to count in twos beyond 30, or apply counting in twos to simple multiplication problems.

Suggested Lesson Videos

For further understanding, search on YouTube for: counting in twos for jss1 mathematics

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have sufficient counting materials (sticks, pebbles, bottle tops) for each group of students. Begin by reviewing basic counting to activate prior knowledge. Clearly demonstrate counting in twos using the manipulatives, emphasizing the pattern of adding two. Encourage active participation during group activities, providing support to students who struggle with forming bundles. Allow students to copy the Board Summary notes after the main teaching and practice activities. Check for understanding through oral questions and observation during group work, and provide timely feedback. For students who grasp the concept quickly, offer extension tasks such as counting in larger increments or solving simple problems involving pairs. Ensure a positive and collaborative classroom environment.