Mathematics · Year 1 · Number Sense and Place Value · Autumn Term

Counting Forwards and Backwards to 20

Extending counting skills to numbers up to 20, reinforcing number order and sequence.

• National Curriculum Attainment Targets
• KS1: Mathematics - Number and Place Value

About This Topic

Comparing and ordering quantities is a vital skill that moves students from simple counting to relational thinking. In Year 1, the National Curriculum expects pupils to use the language of 'equal to', 'more than', 'less than', 'most', and 'least'. This involves looking at two or more groups of objects and determining which has a greater or smaller value without always relying on a full count. It also introduces the number line as a tool for positioning numbers in relation to one another.

This topic helps children develop estimation skills and a sense of scale. By comparing physical groups, they begin to see that '8' is closer to '10' than it is to '2'. This spatial awareness of numbers is a key predictor of later mathematical success. Students grasp this concept faster through structured discussion and peer explanation where they must justify why one group is larger than another.

Key Questions

1. Explain the pattern when counting forwards from 10 to 20.
2. Compare counting forwards and backwards from a given number.
3. Construct a sequence of numbers counting backwards from 18.

Learning Objectives

• Demonstrate counting forwards from any number up to 20.
• Demonstrate counting backwards from any number up to 20.
• Identify the next number when counting forwards to 20.
• Identify the previous number when counting backwards to 20.
• Construct a sequence of numbers counting forwards and backwards to 20.

Before You Start

Counting Forwards and Backwards to 10

Why: Students need a solid foundation in counting to 10 before extending this skill to larger numbers.

Number Recognition to 20

Why: To count forwards and backwards effectively, students must be able to recognize the numerals up to 20.

Key Vocabulary

forwards	Moving in the direction that one is facing or travelling; ahead. In counting, this means increasing the number value.
backwards	In the direction opposite to that in which one is facing or travelling; toward the rear. In counting, this means decreasing the number value.
sequence	A set of numbers or events that follow each other in a particular order.
next number	The number that comes immediately after a given number in a counting sequence.
previous number	The number that comes immediately before a given number in a counting sequence.

Watch Out for These Misconceptions

Common Misconception

Bigger objects mean a bigger number

What to Teach Instead

Children often think a group of four large balls is 'more' than a group of six small marbles. Use sets of different sized objects to show that quantity is about the count, not the physical space occupied.

Common Misconception

Confusing 'more' and 'most'

What to Teach Instead

Students may use 'most' when comparing only two items. Use active sorting tasks with three or more groups to clarify that 'more' is for pairs and 'most' is for the largest in a larger set.

Active Learning Ideas

Inquiry Circle: More or Less Hunt

Students work in pairs to find two groups of objects in the classroom. They must use 'more than' or 'less than' cards to label their findings and then invite another pair to check if they agree with the comparison.

15 min·Pairs

Gallery Walk: Estimation Station

Place several jars with different amounts of sweets or beads around the room. Students rotate in groups to estimate which has the most and least, placing their sticky note guesses next to the jars before a final count reveals the winner.

20 min·Small Groups

Think-Pair-Share: Number Line Jumpers

Give each pair a blank number line and a set of number cards. One student places a card, and the other must decide if the next card goes to the left or right, explaining their reasoning using the words 'greater' or 'smaller'.

10 min·Pairs

Real-World Connections

• When lining up for a school activity, children can count forwards to find their position or count backwards from a target number to see how many more friends are needed.
• Sports coaches use counting forwards and backwards to time drills or to count players on a field, for example, counting down the last 10 seconds of a game.

Assessment Ideas

Quick Check

Ask students to hold up fingers to represent a number between 10 and 20. Then, ask them to show you the next number by adding one finger, or the previous number by removing one finger. Observe their accuracy and speed.

Exit Ticket

Give each student a card with a number from 1 to 20. Ask them to write the next two numbers counting forwards on one side, and the previous two numbers counting backwards on the other side.

Discussion Prompt

Present a number line from 1 to 20. Ask students to explain the pattern they see when counting forwards from 10. Then, ask them to describe the pattern when counting backwards from 18. Encourage them to use terms like 'next' and 'previous'.

Frequently Asked Questions

What vocabulary should Year 1 students use for comparison?

Focus on 'more than', 'less than', 'fewer', 'equal to', 'greater', and 'smaller'. Using 'fewer' for countable objects and 'less' for non-countable amounts is a good habit to start, though at this age, the priority is understanding the concept of quantity.

How do hands-on strategies help with comparing and ordering?

Hands-on strategies like using balance scales or physical number lines allow students to see the difference between values. When students physically move a number card to the correct spot on a line, they are building a mental map of the number system. Peer discussion during these tasks forces them to verbalize their logic, which solidifies their understanding.

Why is the number line so important in Year 1?

The number line provides a visual representation of number order. It helps children see that numbers are not just isolated symbols but exist in a sequence. This helps with later concepts like rounding and finding the difference between numbers.

How can I teach 'equal to' effectively?

Use the idea of fairness. If two children have the same number of stickers, it is 'equal'. Using a balance scale with identical weights on both sides is a powerful visual way to show that 'equal' means the same value.