Mathematics · Foundation · Counting Objects to 10 · Term 1

Counting Forwards and Backwards to 20

Students perform addition and subtraction of fractions, including mixed numbers, with like and unlike denominators.

• ACARA Content Descriptions
• AC9M6N04

About This Topic

Counting forwards and backwards to 20 builds essential number sequence fluency for Foundation students. They point to each number on a chart from 1 to 20, identify the number just before 15, and count backwards from 20 to 10 as a class. These activities strengthen recognition of numerals, oral counting, and the stable order principle, which underpin early arithmetic.

This topic fits within the Australian Curriculum's emphasis on number and algebra, linking to representing numbers and simple patterns. Students connect counting to real contexts like classroom routines or playground games, fostering confidence in using numbers flexibly. It lays groundwork for partitioning numbers and basic operations later in the year.

Active learning benefits this topic greatly because Foundation learners engage best through multisensory experiences. Physical actions like hopping along number lines or manipulating counters make sequences concrete and fun, reducing errors from rote memorisation alone. Collaborative chants and games reinforce peer modelling, helping all students internalise the forwards and backwards paths with joy and accuracy.

Key Questions

1. Can you count all the way from 1 to 20, pointing to each number on the chart?
2. What number comes just before 15?
3. Can you count backwards from 20 to 10 together as a class?

Learning Objectives

• Identify the numeral that comes immediately after a given numeral from 1 to 19.
• Identify the numeral that comes immediately before a given numeral from 2 to 20.
• Demonstrate counting forwards from a given numeral up to 20.
• Demonstrate counting backwards from a given numeral down to 1.
• Compare the position of two numerals within the sequence 1 to 20.

Before You Start

Counting Forwards to 10

Why: Students need to be able to count forwards to 10 before extending this skill to 20.

Numeral Recognition to 10

Why: Recognizing numerals up to 10 is necessary for identifying and ordering numbers within the sequence to 20.

Key Vocabulary

Forwards	Counting in increasing order, moving from a smaller number to a larger number, like 1, 2, 3.
Backwards	Counting in decreasing order, moving from a larger number to a smaller number, like 5, 4, 3.
Numeral	A symbol used to represent a number, such as 1, 5, or 12.
Sequence	A set of numbers or objects in a particular order, like the numbers from 1 to 10.

Watch Out for These Misconceptions

Common Misconception

Numbers skip during fast counting, like 1, 2, 4, 5.

What to Teach Instead

One-to-one correspondence breaks under speed pressure. Active hopping on number lines or clapping per number helps students match actions to counts precisely. Peer observation during group games corrects skips naturally through shared feedback.

Common Misconception

Counting backwards uses the same path as forwards but faster.

What to Teach Instead

Students confuse directionality. Manipulatives like sliding beads backwards reinforce the reverse sequence. Partner pointing races build muscle memory for the distinct backwards order from 20 to 10.

Common Misconception

The number before 15 is 14, but teens are interchangeable.

What to Teach Instead

Weak teen recognition leads to swaps like 14 for 16. Chart pointing in pairs with verbal confirmation solidifies positions. Class chants highlight gaps, turning errors into teachable moments.

Active Learning Ideas

Outdoor Investigation Session: Number Line Hops

Draw a large number line from 1 to 20 on the playground with chalk. Students hop forward from 1 while calling numbers, then backwards from 20 on the teacher's signal. Pairs take turns leading the group and recording their endpoint on a class chart.

25 min·Small Groups

Chant: Forward-Back Claps

Teach a call-and-response chant: teacher says 'Forwards from 10,' class claps and counts to 20; then 'Backwards from 20' to 10. Add actions like jumping on teens. Repeat with student leaders for variety.

15 min·Whole Class

Pairs: Chart Pointing Race

Provide number charts 1-20. Pairs take turns pointing forwards from 1 or backwards from 20 as fast as possible without errors. Switch roles after 30 seconds; award stickers for accuracy over speed.

20 min·Pairs

Individual: Bead String Counts

Give each student a string with 20 beads. They slide beads forward while counting aloud to 20, then backwards to 1. Record videos for self-review and share one success with the class.

15 min·Individual

Real-World Connections

• When lining up for a school assembly, students count forwards to find their place in the line, '1, 2, 3, ...'. This helps them understand their position relative to others.
• During a game of 'Hide and Seek', the person who is 'it' counts backwards from 20 to 1. This is a common way to start a game and build anticipation.

Assessment Ideas

Quick Check

Show students a number chart from 1 to 20. Point to a numeral and ask, 'What number comes next?' Then, point to a different numeral and ask, 'What number comes before this one?'

Exit Ticket

Give each student a card with a numeral between 5 and 15. Ask them to write the numeral that comes immediately after it on one side of the card, and the numeral that comes immediately before it on the other side.

Discussion Prompt

Gather students in a circle. Say, 'Let's count backwards together from 15. What number will we say after 12?' Encourage students to participate and listen to their peers' responses.

Frequently Asked Questions

How do I teach Foundation students to count forwards to 20?

Start with daily routines like lining up, pointing to a wall chart while chanting. Use visuals like bead strings for tactile feedback. Progress to independent counting with timers, celebrating accuracy. Link to subitising dots 1-5 to build fluency across the decade.

What are common errors in backwards counting from 20?

Students often revert to forwards or skip teens due to less familiarity. Address with repeated class chants and physical reversals like walking backwards on a number line. Games with dice rolls for start points vary practice, embedding the sequence deeply.

How can active learning help with counting to 20?

Active methods like outdoor hops, claps, and partner races engage kinesthetic learners, making abstract sequences physical and memorable. Movement reduces fatigue from sitting, while collaboration provides instant peer correction. These approaches boost retention by 30-50% over worksheets, as students own the learning through play.

How does this align with Australian Curriculum Foundation Maths?

It targets AC9MFN01-02 on recognising and ordering numbers to 20, with oral counting forwards and backwards. Connects to patterns in AC9MFN03. Hands-on tasks develop subitising and number conservation, preparing for Year 1 operations within 20.