Counting Forwards and Backwards to 20Activities & Teaching Strategies
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.
Learning Objectives
- 1Identify the numeral that comes immediately after a given numeral from 1 to 19.
- 2Identify the numeral that comes immediately before a given numeral from 2 to 20.
- 3Demonstrate counting forwards from a given numeral up to 20.
- 4Demonstrate counting backwards from a given numeral down to 1.
- 5Compare the position of two numerals within the sequence 1 to 20.
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Outdoor: 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.
Prepare & details
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.
Setup: Groups at tables with access to source materials
Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template
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.
Prepare & details
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.
Setup: Groups at tables with access to source materials
Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template
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.
Prepare & details
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.
Setup: Groups at tables with access to source materials
Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template
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.
Prepare & details
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.
Setup: Groups at tables with access to source materials
Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template
Teaching This Topic
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.
What to Expect
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.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring Number Line Hops, watch for students who hop twice as fast as they say numbers or skip a numeral.
What to Teach Instead
Slow the group and model one hop per spoken number. Have peers count aloud with the hops to reinforce matching actions to counts.
Common MisconceptionDuring Forward-Back Claps, students may clap faster when counting backwards, treating it like forwards but quicker.
What to Teach Instead
Clap to a steady beat for backwards counting, saying each number clearly. Stop and restart if speed increases without accuracy.
Common MisconceptionDuring Chart Pointing Race, students may assume 14 and 16 are interchangeable when identifying the number before 15.
What to Teach Instead
Require partners to say the number aloud before pointing. If an error occurs, have them trace the numeral path from 10 to 20 together.
Assessment Ideas
After Number Line Hops, point to a numeral on the number line and ask, 'What number comes next?' Then ask, 'What number comes before 17?' Observe if students can identify the numbers without hesitation.
After Bead String Counts, give each student a card with a numeral from 5 to 15. Ask them to write the numeral that comes immediately after on one side and the numeral before on the other, using the bead string as a reference if needed.
During Forward-Back Claps, stop at the number 12 while counting backwards from 15. Ask, 'What number will we say after 12?' Listen for students to respond with 11 and note if they correct themselves or others when mistakes occur.
Extensions & Scaffolding
- Challenge students to count backwards from 20 to 1 without stopping during Bead String Counts.
- Scaffolding: Provide a number line strip taped to desks during Chart Pointing Race for students who need visual support.
- Deeper exploration: Ask pairs to create their own forward-backward clap chant using numbers 10 to 20 after Forward-Back Claps is complete.
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. |
Suggested Methodologies
Planning templates for Mathematics
5E Model
The 5E Model structures lessons through five phases (Engage, Explore, Explain, Elaborate, and Evaluate), guiding students from curiosity to deep understanding through inquiry-based learning.
Unit PlannerMath Unit
Plan a multi-week math unit with conceptual coherence: from building number sense and procedural fluency to applying skills in context and developing mathematical reasoning across a connected sequence of lessons.
RubricMath Rubric
Build a math rubric that assesses problem-solving, mathematical reasoning, and communication alongside procedural accuracy, giving students feedback on how they think, not just whether they got the right answer.
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