Ask pairs of learners to think of a number from 2 to 5 and display on one hand. Ask the partner to show them how they can make that number with two hands. Have the, say the number sentence, "(number of fingers on one hand) and (number of fingers on the other hand) makes (total number of fingers)."

Challenge them to think how they can show how to make the sum when one of their hands has the same number as their partner: how many fingers should they show on the second hand? 

Provide manipulatives - unit cubes or some such small resource that can be used to support use of their fingers. Some learners prefer to be able to hold the amounts they are adding rather than just showing them as they would with their fingers. These counters could be displayed on a five-frame or the range of five-frames could be made available.

Teacher guide

Presentation for Count and Add to 5

Counting texts

Texts from the lesson

I can count from one to a number up to five.

I can create an addition question with a sum up to five.

Count with Marty to the number five, then use Marty to count on from numbers to get up to five.

Marty will move their arm to support learners in their counting and adding.

Open the Marty the Robot v2 app and build the code, from the teacher guide, into the workspace:

This code will have Marty move one arm mimicking counting and adding. The second arm will move steps to illustrate the sum of the two numbers.

Save this code in the app and give it an appropriate name. 

Share with learners the objectives and success criteria for the day's lesson, from slide 2 of the presentation in the resource section; perhaps display this before the lesson starts and keep it displayed until another slide is needed. 

Tell learners that they are going to play a game where they will need to count their steps. 

1. Ask learners to make a line facing you.

2. Tell learners you are going to say a sentence and if it is true for them, they need to take the steps that are said.

3. Example, "If you like bananas, take two steps forward." At this, all learners who like bananas need to take two steps toward you. Count with learners so that they link the number spoken with the step number.

4. Continue to create statements until someone gets to you.

5. If possible, let a learner lead the game (support as needed).

The goal is to have learners practice counting, starting at one. 

Learners need to practice counting from one and from other numbers to support learning with addition. There are several stories in the educator resource section (all of which are freely available at 

), they are all limited to counting to numbers less than 5. They can be read aloud with or without a projector or other display but having visuals will support visual learners. If you have a display available, focus on the number of objects on each page, if you do not, repeat the sequence from 1 to the number on the page, reinforce this with fingers on one hand.

 counts from one to five and then all of them melt, at the end

 focuses on four objects but will reinforce counting from one to four

 starts with five and counts back to zero

Reinforce that the last number they say is the collection of all the items being counted: from 

the third snowflake does not represent three; rather, all three of the snowflakes represent three. Take time to reinforce how many objects are displayed on each page to reinforce the count, even when the story is about decreasing a number as with 

Telling more than one story, with the different contexts will consolidate what counting means and consolidate the sequence from one to five.

Connect counting on / adding to the counting work learners have completed with the stories. Create a situation where Zanele sees two shoes at her door then her sister, Gugu, puts two more shoes. How many are there now? Show the examples with manipulatives you have available.

Display Marty and inform learners that Marty is going to help us keep track of counting. The code that needs to be prepared before the lesson starts will have Marty move one arm in a measured way, allowing you and the learners to count along with Marty. Later, the other arm will start to move toward the first one. Below is an example that could happen.

enter two values, one for each of addend1 and adend2

the first arm will move the number for addend1

learners will count that amount and display some way of keeping track - fingers or some other manipulative

the second arm will continue to move, this time an amount equal to addend2

learners will use their other hand to continue the count until the arm stops

Marty will move the second arm equal the sum of both addends

learners will see that the fingers on one hand and the fingers on the other hand combine to make the sum

count from one all the fingers to reinforce this

Here is a suggestion of what you could say when the code is running.

verbalise the number of times Marty moves the first arm: "Marty moved their arm 2 times."

verbalise the number of times Marty moved the first arm, after the pause: "Marty moved their arm 2 more times."

display their count with their fingers or another manipulative

verbalise the number of times Marty moved the second arm: "Marty moved their arm 4 times."

verbalise the number sentence you have: "I have two and two more, that makes 4."

for subsequent illustrations by Marty, have learners say aloud as a whole class or ask for volunteers when you think they have seen or practiced enough.

Share with learners the activity page that they will work on, either in small groups or individually. Model how to use the page to show their understanding of counting and adding. 

Below are ideas as to how to make best use of the activity page.

1. The first part of the activity pages has learners connecting words to pictorial representations. Learners need to record the value in the five-frame and as a word.

2. The second activity shows Marty moving their arm up a distance to represent the first addend. The five-frame shows the value of each movement.

3. The second picture shows movement for a second addend.

4. Initially, start at one and count all the marks on the activity page.

5. Indicate how much Marty counts altogther on the five-frame and include a word.

6. As the tasks progress, transition to numerals.

7. Use Marty to model the activity questions as and when you want.

Bring learners back together to discuss where they were successful with counting and adding. 

Who was able to use their fingers to count like Marty did?

If you use a formative assessment strategy, like thumbs up or thumbs down, use that here to get a feel for learner confidence with the topic.

A device with MartyBlocks to prepare the code for counting and adding in action

Workbook for Count and Add to 5

Activity resources - Marty images and five-frames

Use Marty to help keep track of a count

TEKS - Elementary Technology Applications: Kindergarten to Grade 2

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International Society for Technology in Education (ISTE)

National Curriculum - Mathematics KS1: Number - number and place value

Mathematics - Lower Years - Lesson 1 - Count and Add to 5

This pack let's learners see addition in action, where learners will watch arms move to represent the addends and sum.

Additionally, learners will compare quantities and see the difference as Marty counts them and compares them, indication which is more in a fun way.

Learning Portal

Learner Resources —

Mathematics Lesson Pack - Lower Years - Add and Compare up to Five

Lesson Pack Overview