Counting Up to 20

Year Level

Foundation (Kindergarten) - Australian Curriculum aligned

Lesson Duration

45 minutes

Class Size

6 students

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WALT (We Are Learning To)

Count objects up to 20 accurately and match quantities to numerals.

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Success Criteria

• Students can count a collection of objects up to 20 using one-to-one correspondence.
• Students can match a counted set of objects to the correct numeral up to 20.
• Students demonstrate understanding by counting objects in pairs (extension).
• Students follow visual aids including colour-coded numbers to support their counting (dyslexia-friendly).

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Australian Curriculum Content Descriptions and Learning Objectives

AC9MFN01 - Name, represent, and order numbers including zero to at least 20, using physical and virtual materials and numerals.

AC9MFN03 - Quantify and compare collections to at least 20 using counting and explain or demonstrate reasoning.

These content codes form the foundation for counting skills in the Foundation year and specifically address the skill of counting up to 20, matching numbers to quantities, and using one-to-one correspondence of objects and numerals.

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Resources

• Counters, blocks or small objects (such as coloured cubes or counters) in sets to 20
• Colour-coded numeral cards (0-20) for matching activities (colours are chosen to support students with dyslexia)
• Number line displayed in the classroom from 0 to 20 with colour coding
• Worksheets with groups of objects for counting (optional)
• Digital or physical number charts
• Partner activity materials

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Lesson Breakdown

1. Introduction & Warm-up (5 minutes)

• Welcome students and introduce the WALT.
• Sing or chant a counting rhyme from 1 to 20 to engage attention.
• Show the number line 0-20 with colour-coded numerals to familiarise with the numerals and their colours.
• Briefly discuss how numbers represent how many objects and connect to the number line.

2. Guided Counting Activity (10 minutes)

• Present a small collection of objects (start with 5 then gradually up to 20).
• Model counting the objects one-by-one, touching each object as one count.
• Emphasise one-to-one correspondence: one number per object.
• Ask students to count a collection of objects themselves aloud while pointing.
• Use colour-coded number cards alongside for students to match the quantity counted to the numeral.

3. Paired Counting and Matching (15 minutes)

• Pair students (as per differentiation recommendation to provide peer support).
• Give each pair a small collection of objects and coloured number cards.
• Tasks for pairs:
• Count objects in their collection up to 20.
• Find and match the correct colour-coded numeral card to the objects.
• Teacher circulates, providing support and prompting questions like “How many counters do you have?”, “Can you count them carefully?” or "Which number shows how many?"

4. Extension Activity: Counting in Groups of Two (7 minutes)

• For students who finish early or can handle challenge:
• Demonstrate counting objects in pairs (2s).
• Model counting a group of 12 objects by pointing in pairs: “2, 4, 6, 8, 10, 12.”
• Give opportunity for pairs to explore counting in twos using their objects.
• Discuss how counting in twos is different but still helps us know how many.

5. Reflection and Whole Class Sharing (6 minutes)

• Gather the class together.
• Invite pairs to share how many objects they counted and which number card matched.
• Highlight some students’ strategies and successful matches.
• Reinforce the importance of careful counting and matching the numeral.
• Recap colour coding as helpful for everyone, especially friends who find numbers tricky.

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Differentiation Strategies

• For students needing support: Work in pairs with supportive peers; use tactile & visual supports like colour-coded numbers. Repetition and gentle guidance during activities. Use smaller groups of objects where needed.
• For advanced learners: Extension task included – counting in twos. Encourage students to explain their counting method.
• Dyslexia-friendly: Colour-coded number cards to support numeral recognition, use clear, bold fonts and colours with strong contrast. Numbers paired with objects to reinforce meaning. Avoid busy visuals.

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Assessment for Learning

• Observe students during paired counting activity, noting their ability to count one-to-one and match the numeral.
• Listen to counting aloud for accuracy.
• Informally assess students’ ability to count in twos for extension group.
• Offer verbal feedback focusing on counting accuracy and numeral recognition.
• Use student responses during whole class sharing to assess understanding.

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Links to Cross-curriculum Priorities and General Capabilities

• Numeracy development: Foundational counting and number concepts.
• Literacy/dyslexia support: Colour coding and paired reading aid comprehension.
• ICT and digital learning: Optional use of digital number charts or applications to reinforce counting.
• Inclusion and diversity: Peer support and varied activities accommodate diverse learner needs.
• Cultural connections: Example activities could be linked to First Nations Australians’ counting games and practices (optional enrichment).

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This lesson balances direct teaching, hands-on activities, peer collaboration, and inclusivity to build foundational counting skills consistent with the Australian Curriculum Foundation Year mathematics standards.