Counting and Numerals

Overview

This three-lesson sequence is designed for a small group of 4-year-old, high-ability, English as an Additional Language (EAL) pupils in Nursery to Reception. Each lesson runs for about 15 minutes and builds systematically from existing counting skills through to numeral recognition up to 10, with progression towards 20. The pedagogy aligns closely with the Early Years Foundation Stage (EYFS) Mathematics Guidance and the National Curriculum for England development expectations for Early Years.

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National Curriculum Alignment

EYFS Statutory Framework (2021):

• Mathematics: Number

  • Development Matters suggests “engaging in counting-like behaviour” progressing towards “counting objects, actions and sounds.”
  • Recognising numerals 0 to 10 and beyond is an Early Learning Goal (ELG) in number recognition and understanding.

• Key Statements from the Curriculum:

  • Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number
  • Using the language of ‘more’ and ‘fewer’ to compare two sets of objects
  • Recognising numerals 0 to 10, then 20

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Lesson 1: Counting from What We Know

Learning Objective

• Children will engage in counting-like behaviour and begin to verbally sequence numbers up to 10.
• Begin to recognise and point to numbers from 0 to 5.

Success Criteria

• Children confidently count along to 10 with encouragement.
• Children identify numbers 0-5 in a playful and meaningful context.

Activities

1. Counting Circle (5 mins)

   • Sit in a circle, use fingers, toys or natural objects. Teacher models counting slowly up to 10 using fingers and object collection. Encourage EAL children to imitate sounds and numbers.
   • Use a puppet or animated toy to “count along” with the children, prompting verbal responses.

2. Number Hunt (5 mins)

   • Spread out large numeral cards 0 to 5 around the room.
   • Children move around, point to a number when teacher calls it. Reinforce number names clearly, using objects linked to each number (e.g., 4 blocks).

3. Counting Song with Actions (5 mins)

   • Sing a familiar counting song (e.g., “10 Little Ducks”) with actions to support language acquisition and numeracy.
   • Pause and encourage children to say the number together.

Assessment

• Observe children’s ability to join in counting sequences and identify numbers 0-5.
• Use anecdotal notes on EAL language development linked to counting.

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Lesson 2: From Counting to Recognising Numerals

Learning Objective

• Children will count to 10 in sequence and recognise numerals 0 to 10.
• Begin linking quantities with written numerals.

Success Criteria

• Children count aloud to 10 in sequence.
• Children match quantities to numerals from 0 to 10 with support.

Activities

1. Recap and Warm-up (3 mins)

   • Quick group count to 10 with fingers and objects from Lesson 1.

2. Matching Game (7 mins)

   • Children receive cards with numerals 0-10 and separate cards with picture groups (e.g., 7 apples).
   • Children work together to match the numeral card to the correct quantity card.
   • Teacher models language: “This card shows 7. Can you find the card with 7 apples?”

3. Number Formation Sensory Tray (5 mins)

   • Each child forms numbers 0-5 in a tray filled with sand or rice.
   • Use fingers or sticks; teacher says number names slowly, children repeat. Supports kinaesthetic and tactile learning.

Assessment

• Use photographic evidence of number formation.
• Check children’s correct matching of quantities to numerals.

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Lesson 3: Extending Number Recognition to 20

Learning Objective

• Children will begin to recognise numerals 0 to 20.
• Understand that numbers continue beyond 10.

Success Criteria

• Children recognise and name numbers 11 to 20 in sequence with guidance.
• Children show confidence to count beyond 10 using objects and numerals.

Activities

1. Counting On (5 mins)

   • Revise 1-10 counting together. Introduce number charts showing numbers 11-20.
   • Teacher uses ‘counting on’ language: “We know 10, now what comes next?”
   • Number songs that count to 20 with visual cards.

2. Number Line Run (5 mins)

   • Floor number line 0-20 made with tape.
   • Children take turns to jump or place a marker on directed numbers, teacher says number aloud.
   • Enforces sequence and numeral identification physically.

3. Storytime Numeracy (5 mins)

   • Use a short picture book or story involving numbers to 20 (e.g., “Counting Bugs”).
   • Children point out numerals and count objects in pictures.

Assessment

• Q&A: Children name numbers 11 to 20 when shown cards.
• Teacher notes on children’s engagement with ‘counting on’ concept.

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Additional Teacher Notes

• Use real-world objects to support EAL learners (toys, classroom items).
• Visual and multisensory inputs (songs, visuals, tactile activities) are key for engagement and understanding.
• Scaffold language by modelling terms clearly, for example: “Count 1, 2, 3...”, “This is number 4.”
• Praise effort consistently to build confidence.

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This sequence ensures learning is progressive, builds on prior knowledge, and meets the Early Years expectations for numeracy development in the UK curriculum, with sensitivity to EAL learners’ needs.