Counting whole numbers in thousands up to one million and counting in groups of 5s, 7s, 12s and 60s for Primary 4

Class: Primary 4
Term: First Term
Week: 1
Age: 9 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Focal competence: Counting up to one million and in groups of 5’s, 7’s 12’s and 60 ’s
Key competencies/values: Information Literacy
Skills:

• Counting in groups

Previous Lesson:
Topic: Whole Numbers
Subject Matter: Counting whole numbers in thousands up to one million, counting in groups of 5s, 7s, 12s and 60s

Specific Objectives

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

Cognitive Domain

• Count in thousands up to one million.
• Identify patterns when counting in groups of 5s, 7s, 12s, and 60s.

Psychomotor Domain

• Demonstrate counting in thousands using number charts or counters.
• Practise counting in groups of 5s, 7s, 12s, and 60s orally and in writing.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Primary 4 Mathematics Textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Sticks
• Bottle covers
• Number charts showing numbers up to one million
• Calendars (for counting in 7s)
• Cartons of drinks (for counting in 6s or 12s if available)
• Multimedia applications (if available, for number display)

Rationale for the Lesson

This lesson is important for building a strong foundation in number sense, which is essential for all future mathematical concepts. Mastering counting in large numbers and in various groups helps pupils understand quantity, develop mental arithmetic skills, and prepare for more complex operations like multiplication and division.

Prerequisite/Previous Knowledge

Pupils have prior knowledge of counting whole numbers up to thousands and basic skip counting in smaller groups.

Lesson Content/Board Summary

Whole Numbers

Counting in Thousands up to One Million

Counting in thousands means adding 1,000 each time. We can count from 1,000 up to 1,000,000.

Examples:

1. 1,000
2. 2,000
3. 3,000
4. …
5. 10,000
6. …
7. 100,000
8. …
9. 1,000,000 (One Million)

Counting in Groups of 5s

Counting in groups of 5s means adding 5 to the previous number each time.

Examples:

1. 5
2. 10
3. 15
4. 20
5. 25
6. 30
7. …

Counting in Groups of 7s

Counting in groups of 7s means adding 7 to the previous number each time.

Examples:

1. 7
2. 14
3. 21
4. 28
5. 35
6. 42
7. …

Counting in Groups of 12s

Counting in groups of 12s means adding 12 to the previous number each time.

Examples:

1. 12
2. 24
3. 36
4. 48
5. 60
6. 72
7. …

Counting in Groups of 60s

Counting in groups of 60s means adding 60 to the previous number each time.

Examples:

1. 60
2. 120
3. 180
4. 240
5. 300
6. 360
7. …

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Individual Practice

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Activating prior knowledge

Teacher’s Activity: The teacher greets the pupils and asks them to count from 100 to 200 orally. The teacher then asks what they remember about counting in hundreds.

Pupils’ Activity: Pupils respond to greetings and count orally from 100 to 200. They share their understanding of counting in hundreds.

Learning Point: Recalling counting patterns

Step 2: Counting in Thousands

Time: 8 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher introduces counting in thousands, explaining that it means adding 1,000 each time. Using a number chart or multimedia, the teacher demonstrates counting from 1,000 up to 10,000, then points out how to continue up to one million.

Pupils’ Activity: Pupils observe the demonstration and listen to the explanation. They repeat the counting in thousands after the teacher.

Learning Point: Understanding counting in thousands

Step 3: Guided Practice (Counting in Thousands)

Time: 5 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher guides pupils to count in thousands up to 100,000, and then discusses how to extend this to one million. The teacher asks pupils to continue a given sequence like “20,000, 21,000, ____, ____”.

Pupils’ Activity: Pupils actively participate in counting in thousands, completing sequences orally and in their rough notebooks.

Learning Point: Practising counting in thousands

Step 4: Introducing Group Counting (5s and 7s)

Time: 7 minutes

Teaching Skill: Explanation/Demonstration

Teacher’s Activity: The teacher explains counting in groups of 5s and 7s. Using sticks or bottle covers, the teacher demonstrates counting in 5s (5, 10, 15…) and then in 7s (7, 14, 21…) using a calendar to show days of the week.

Pupils’ Activity: Pupils observe the demonstration with the counting aids and repeat the counting patterns after the teacher.

Learning Point: Concept of group counting

Step 5: Guided Practice (5s and 7s)

Time: 5 minutes

Teaching Skill: Question and Answer

Teacher’s Activity: The teacher writes some incomplete sequences on the board, e.g., “35, 40, ____, ____” and “49, 56, ____, ____”. Pupils are asked to complete them orally and individually.

Pupils’ Activity: Pupils complete the counting sequences for 5s and 7s orally and in their notebooks.

Learning Point: Applying 5s and 7s counting

Step 6: Introducing and Practising Group Counting (12s and 60s)

Time: 6 minutes

Teaching Skill: Explanation/Guided Practice

Teacher’s Activity: The teacher explains counting in groups of 12s and 60s, providing examples like “12, 24, 36…” and “60, 120, 180…”. The teacher then gives pupils short patterns to continue, such as “72, 84, ____” and “300, 360, ____”.

Pupils’ Activity: Pupils listen, repeat the patterns, and complete the given sequences for 12s and 60s.

Learning Point: Counting in 12s and 60s

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 thousands from 5,000 to 10,000.
2. Continue the pattern: 25, 30, ____, ____.
3. Count in 7s from 21 to 42.
4. Complete the sequence: 48, 60, ____, ____.
5. What comes after 180 when counting in 60s?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Assessing counting abilities

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on counting whole numbers and group counting into their notebooks.

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

Learning Point: Recording lesson content

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Reinforcement

Teacher’s Activity: The teacher briefly reminds pupils of the importance of counting accurately and encourages them to practice counting in different groups at home.

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

Learning Point: Consolidating counting skills

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following counting patterns in your mathematics notebook.

1. Count in thousands from 90,000 to 100,000.
2. Write the next five numbers when counting in 5s starting from 50.
3. Write the next four numbers when counting in 7s starting from 70.
4. Continue the pattern: 96, 108, ____, ____, ____.
5. Count in 60s from 420 to 600.

Lesson Keywords

• Whole numbers – Numbers without fractions or decimals (0, 1, 2, 3, …).
• Thousands – Units of one thousand (1,000).
• Million – A very large number, equal to one thousand thousands (1,000,000).
• Counting in groups – Adding the same number repeatedly to find the next number in a sequence.

Differentiation

For weaker learners: Provide more one-on-one guidance with physical counters (sticks, bottle covers) for counting in groups. Focus initially on counting in 5s and 7s before moving to 12s and 60s. Use a number line for visual support when counting in thousands.

For faster learners: Challenge them to count backwards in the given groups or to find the 10th or 15th number in a sequence without counting each step. Ask them to create their own counting patterns.

Suggested Lesson Videos

YouTube search: counting in thousands up to one million primary 4

YouTube search: skip counting by 5s 7s 12s 60s primary 4

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have your counting aids ready, such as number charts, sticks, bottle covers, and a calendar. Begin by engaging pupils with a quick oral counting exercise to warm them up. When introducing counting in thousands, use visual aids to clearly show the progression of numbers. For group counting, demonstrate with concrete objects first before moving to abstract numbers. Encourage pupils to actively participate in all oral counting and pattern completion activities. Observe closely for any pupils struggling with the concept of adding a fixed number each time and provide immediate support. Allow pupils to copy the Board Summary notes after the main teaching and practice sessions. Conclude by reinforcing the practical application of these counting skills in everyday life.