Mathematics · Year 1

Active learning ideas

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.

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

• 10–20 min
• Pairs → Whole Class
• 3 activities

Activity 01

• 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.

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.

What to look for

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.

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

Activity 02

• 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.

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.

What to look for

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.

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

Activity 03

• 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'.

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.

What to look for

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'.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

  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.

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

  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.'

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Methods used in this brief

• Inquiry Circle
• Gallery Walk
• Think-Pair-Share