Number patterns and counting from 21-50 for Primary 1

Class: Primary 1
Term: First Term
Week: 7
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Focal competence: Identifying, reading and counting numbers 1 -99
Key competencies/values: Collaboration
Skills:

• Identifying and reading numbers 1–99
• Writing numbers 1–99

Previous Lesson: Counting, reading and writing numbers 11-20
Topic: Whole Numbers 1–99: Counting And Number Patterns
Subject Matter: Number patterns, counting from 21-50

Specific Objectives

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

Cognitive Domain

• Count numbers from 21 to 50.
• Identify simple number patterns within the range of 21 to 50.
• Read numbers from 21 to 50.

Psychomotor Domain

• Write numbers from 21 to 50 correctly.
• Complete missing numbers in simple number patterns from 21 to 50.
• Use counters or number lines to represent numbers from 21 to 50.

Social Domain

• Work collaboratively in groups to arrange and read numbers.

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 Mathematics Textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Flash cards of numbers (21-50)
• Number charts (1-50)
• Number balls
• Number puzzles
• Counters (sticks, bottle tops, stones)
• Number line

Rationale for the Lesson

This lesson is important because it builds on pupils’ foundational counting skills, extending their knowledge of whole numbers up to 50. Mastering counting and number patterns helps pupils develop number sense, which is essential for understanding more complex mathematical concepts in the future. It also enhances their ability to recognize sequences and predict numbers.

Prerequisite/Previous Knowledge

Pupils should be able to count, read, and write numbers from 1 to 20.

Lesson Content/Board Summary

Whole Numbers 1–99: Counting And Number Patterns

Counting from 21 to 50

We can count numbers from 21 to 50. Let’s learn to say and write them.

1. 21 – Twenty-one
2. 22 – Twenty-two
3. 23 – Twenty-three
4. 24 – Twenty-four
5. 25 – Twenty-five
6. 26 – Twenty-six
7. 27 – Twenty-seven
8. 28 – Twenty-eight
9. 29 – Twenty-nine
10. 30 – Thirty
11. 31 – Thirty-one
12. 32 – Thirty-two
13. 33 – Thirty-three
14. 34 – Thirty-four
15. 35 – Thirty-five
16. 36 – Thirty-six
17. 37 – Thirty-seven
18. 38 – Thirty-eight
19. 39 – Thirty-nine
20. 40 – Forty
21. 41 – Forty-one
22. 42 – Forty-two
23. 43 – Forty-three
24. 44 – Forty-four
25. 45 – Forty-five
26. 46 – Forty-six
27. 47 – Forty-seven
28. 48 – Forty-eight
29. 49 – Forty-nine
30. 50 – Fifty

Number Patterns from 21 to 50

A number pattern is a list of numbers that follows a rule. We can find patterns when we count.

Examples of number patterns:

1. Counting by 1s: 21, 22, 23, 24, 25…
2. Counting by 2s: 22, 24, 26, 28, 30…
3. Counting by 5s: 25, 30, 35, 40, 45, 50
4. Counting by 10s: 20, 30, 40, 50

We can complete missing numbers in a pattern. For example, in the pattern 30, 31, ___, 33, 34, the missing number is 32.

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/Engagement

Teacher’s Activity: The teacher greets the pupils and asks them to count from 1 to 20. The teacher then introduces the new topic by stating that they will learn to count to a higher number today.

Pupils’ Activity: Pupils respond to greetings and count from 1 to 20. They listen attentively to the teacher.

Learning Point: Counting 1-20 recall

Step 2: Counting Numbers 21-30

Time: 8 minutes

Teaching Skill: Demonstration/Repetition

Teacher’s Activity: The teacher displays a number chart or flashcards from 21-30. The teacher counts each number aloud, pointing to it, and guides pupils to repeat after them. They also show how to write these numbers.

Pupils’ Activity: Pupils observe the numbers, repeat after the teacher, and try to write the numbers in the air or on their slates.

Learning Point: Counting and reading 21-30

Step 3: Counting Numbers 31-40

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher displays numbers 31-40. They ask individual pupils to count, read, and write some of these numbers on the board, providing assistance where needed.

Pupils’ Activity: Individual pupils count, read, and write numbers 31-40 on the board with teacher’s guidance.

Learning Point: Counting and writing 31-40

Step 4: Counting Numbers 41-50

Time: 7 minutes

Teaching Skill: Demonstration/Application

Teacher’s Activity: The teacher displays numbers 41-50. They lead the class in counting together and then ask pupils to use counters (sticks, bottle tops) to represent numbers like 42, 45, and 50.

Pupils’ Activity: Pupils count together as a class and use their counters to represent the given numbers.

Learning Point: Counting and representing 41-50

Step 5: Identifying Number Patterns

Time: 6 minutes

Teaching Skill: Explanation/Group Work

Teacher’s Activity: The teacher explains what a number pattern is using simple examples like 21, 22, 23, ___ (counting by 1s). They then guide pupils to work in groups, using number puzzles or flashcards to arrange numbers and identify simple patterns (e.g., 25, 30, 35, ___).

Pupils’ Activity: Pupils listen to the explanation, work in groups to arrange numbers, and try to identify the patterns.

Learning Point: Simple number patterns

Step 6: Completing Number Patterns

Time: 5 minutes

Teaching Skill: Problem Solving

Teacher’s Activity: The teacher presents simple number patterns with missing numbers (e.g., 40, ___, 42, 43 or 30, 35, ___, 45) and guides pupils to complete them using a number line or by counting.

Pupils’ Activity: Pupils use number lines or counting skills to complete the missing numbers in the patterns.

Learning Point: Completing number sequences

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 from 21 to 30.
2. Read the number 47.
3. Write the number 35.
4. Complete the pattern: 20, 25, ___, 35.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Number counting and patterns

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 from 21-50 and simple number patterns into their notebooks.

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

Learning Point: Recording lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher congratulates the pupils on learning to count, read, and write numbers up to 50 and identifying number patterns. They encourage pupils to practice counting every day.

Pupils’ Activity: Pupils listen and acknowledge the teacher’s conclusion.

Learning Point: Lesson summary and encouragement

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your notebook:

1. Write numbers from 21 to 50.
2. Fill in the missing numbers:
   1. 31, 32, ___, 34, 35
   2. 40, 41, 42, ___
   3. 20, ___, 30, 35, 40
3. Read the following numbers aloud to your parents: 29, 37, 44, 50.

Lesson Keywords

• Count – To say numbers in order.
• Number – A word or symbol that shows a quantity.
• Pattern – A set of numbers that follows a rule.
• Flashcards – Cards with numbers or words for learning.

Differentiation

For weaker learners, provide extra one-on-one guidance using a number line and more physical counters to represent numbers. Focus on counting and identifying numbers first before writing. For faster learners, challenge them with more complex patterns (e.g., counting backwards, counting by 3s within the range) or ask them to write numbers up to 60.

Suggested Lesson Videos

For further understanding, search on YouTube for:

• “Counting 21-50 for kids”
• “Number patterns for primary 1”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have all instructional materials ready, especially clear number charts and flashcards for 21-50, along with enough counters for group activities. Begin by reviewing counting 1-20 to ensure a smooth transition. When teaching counting, emphasize repetition and clear pronunciation of number names. Encourage pupils to actively participate by pointing to numbers, using counters, and writing on their slates or notebooks. During group activities, circulate to provide support and ensure collaboration. The Board Summary should be copied by pupils after the evaluation to reinforce learning. Pay attention to common errors like reversing digits (e.g., writing 13 instead of 31) and provide immediate correction. Encourage pupils to practice counting and recognizing numbers at home.