Mathematics · Foundation

Active learning ideas

Counting Forwards and Backwards to 20

Active, whole-body counting strengthens the connection between movement and number sequence for young learners. When students hop, clap, or point while counting, they internalize the stable order of numbers more securely than with static worksheets alone.

• ACARA Content Descriptions
• AC9M6N04

• 15–25 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Outdoor Investigation Session
• 25 min · Small Groups

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.

Can you count all the way from 1 to 20, pointing to each number on the chart?

Facilitation Tip

During Number Line Hops, walk alongside students to model one hop per spoken number to prevent skipping.

What to look for

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?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 02

• Outdoor Investigation Session
• 15 min · Whole Class

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.

What number comes just before 15?

Facilitation Tip

In Forward-Back Claps, pair students so they can mirror each other’s claps and verbal counts to correct mistakes in real time.

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 03

• Outdoor Investigation Session
• 20 min · Pairs

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.

Can you count backwards from 20 to 10 together as a class?

Facilitation Tip

For Chart Pointing Race, assign roles clearly: one student points while the other verifies the next number to reinforce accuracy.

What to look for

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.

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

Activity 04

• Outdoor Investigation Session
• 15 min · Individual

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.

Can you count all the way from 1 to 20, pointing to each number on the chart?

Facilitation Tip

With Bead String Counts, have students slide one bead per count aloud to avoid speeding past numbers.

What to look for

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?'

• Remember
• Understand
• Analyze
• Social Awareness
• Self-Awareness
• Decision-Making

A few notes on teaching this unit

Teach counting as a rhythmic, predictable routine rather than a rapid recital. Model slow, deliberate counts with gestures to build one-to-one correspondence. Avoid rushing students; instead, use peer checking to normalize correction without shame. Research shows that physical engagement improves memory, so moving while counting helps anchor sequences in young minds.

By the end of these activities, students will confidently count forwards and backwards between 1 and 20 without skipping or reversing numbers. They will also identify the number before or after any numeral in that range when prompted.

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Watch Out for These Misconceptions

• During Number Line Hops, watch for students who hop twice as fast as they say numbers or skip a numeral.

  Slow the group and model one hop per spoken number. Have peers count aloud with the hops to reinforce matching actions to counts.

• During Forward-Back Claps, students may clap faster when counting backwards, treating it like forwards but quicker.

  Clap to a steady beat for backwards counting, saying each number clearly. Stop and restart if speed increases without accuracy.

• During Chart Pointing Race, students may assume 14 and 16 are interchangeable when identifying the number before 15.

  Require partners to say the number aloud before pointing. If an error occurs, have them trace the numeral path from 10 to 20 together.

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Methods used in this brief

• Outdoor Investigation Session