Counting Forwards and Backwards to 20

Active learning helps young students move from rote counting to flexible thinking about number relationships. Moving, sorting, and comparing in real contexts builds the spatial and numerical reasoning needed for later arithmetic. These activities turn abstract ideas into concrete experiences students can talk about and build upon.

• Year 1
• Mathematics
• 3 activities
• 10 min–20 min

Learning Objectives

1. Demonstrate counting forwards from any number up to 20.
2. Demonstrate counting backwards from any number up to 20.
3. Identify the next number when counting forwards to 20.
4. Identify the previous number when counting backwards to 20.
5. Construct a sequence of numbers counting forwards and backwards to 20.

Inquiry Circle

⏱ 15 min·Pairs

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.

Prepare & details

Explain the pattern when counting forwards from 10 to 20.

Facilitation Tip: During More or Less Hunt, circulate and ask probing questions like 'How do you know this group has more without counting every item?' to push students beyond visual size cues.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Gallery Walk

⏱ 20 min·Small Groups

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.

Prepare & details

Compare counting forwards and backwards from a given number.

Facilitation Tip: At Estimation Station, provide collections of identical objects (e.g., counters, cubes) so students focus on quantity, not object size or arrangement.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Think-Pair-Share

⏱ 10 min·Pairs

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'.

Prepare & details

Construct a sequence of numbers counting backwards from 18.

Facilitation Tip: During Number Line Jumpers, model how to take small, purposeful steps and count aloud so students internalize the rhythm of forward and backward counting.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Teaching This Topic

Teach counting forwards and backwards as a physical action first, then connect it to symbols and language. Avoid relying solely on flashcards or worksheets; use movement and real objects to build number sense. Research shows that students who physically act out number sequences develop stronger relational understanding and retain concepts longer.

What to Expect

Students will confidently use terms like 'more', 'less', 'most', and 'least' to compare groups up to 20. They will also demonstrate the ability to count forwards and backwards from any starting point within 1 to 20, using tools like the number line to visualize their thinking.

Watch Out for These Misconceptions

Common Misconception

During More or Less Hunt, watch for students who judge quantity by the size of objects rather than the count.

What to Teach Instead

Provide sets of identical objects in different arrangements, such as six small counters spread out versus five large buttons close together. Ask students to count each group aloud and compare the totals.

Common Misconception

During Number Line Jumpers, watch for students who confuse 'more' and 'most' when comparing only two groups.

What to Teach Instead

Use three or more groups of objects on the number line and ask students to identify which has 'more' than another and which has the 'most' overall. Use sentence stems like 'Group A has more than Group B, but Group C has the most.'

Assessment Ideas

Quick Check

After More or Less Hunt, ask students to hold up fingers to show a number between 10 and 20. Then, have them show the next number by adding one finger and the previous number by removing one finger. Observe accuracy and note students who hesitate or make errors.

Exit Ticket

After Estimation Station, 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 before leaving the classroom.

Discussion Prompt

During Number Line Jumpers, present a number line from 1 to 20 and 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. Listen for the use of terms like 'next' and 'previous' and note any confusion between forward and backward counting directions.

Extensions & Scaffolding

• Challenge students who finish early to create their own number line path on the playground using chalk and jump to show counting backwards from 20.
• For students who struggle, provide number lines with marked intervals and use tactile markers (e.g., pom-poms) to scaffold counting steps.
• Offer a deeper exploration by introducing simple number riddles, such as 'I am a number between 10 and 20. If you count back 3 from me, you reach 12. What number am I?'

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.