Numbers to Twenty

Overview

This 40-minute lesson is designed for Year 1 pupils (aged 5–6) to develop confidence in reading, writing, and representing numbers up to 20. It strictly aligns with the National Curriculum for England’s Mathematics Programme of Study for Year 1, particularly the Number – number and place value strand.

National Curriculum Links

• Number – number and place value (Year 1)
  • Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
  • Count, read and write numbers to 20 in numerals and words
  • Identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • Read and write numbers from 1 to 20 in numerals and words

Learning Objectives

By the end of the lesson, pupils will be able to:

1. Count confidently to 20 forwards and backwards.
2. Read and write numbers and number words from 11 to 20.
3. Represent numbers 11 to 20 using tens frames and cubes.
4. Understand and use the language of ‘greater than’, ‘less than’, and ‘equal to’ in comparing numbers.
5. Identify one more and one less than a number up to 20.

Resources

• Number flashcards 1–20 (numerals and words)
• Sets of coloured cubes (16 sets, enough for up to 20 cubes per pupil)
• Large laminated tens frames
• A whiteboard and marker pens
• Missing number track worksheets (numbers 11–20 with gaps)
• Paper and pencils
• Exit ticket with question: “What is 1 more/less than 14?”

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Lesson Structure

1. Starter – Flashback Counting (5 minutes)

Purpose: Activate prior knowledge of counting to 10 forwards and backwards.

• Begin with choral counting from 1 to 10 forwards, then 10 to 1 backwards.
• Use a number line displayed on the board.
• Ask individuals randomly to point out numbers as the class counts aloud.
• Emphasise clear pronunciation and correct order.

Assessment: Informal observation of pupil participation and fluency.

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2. Introduction to Numbers 11–20 & Place Value (10 minutes)

Purpose: Introduce the concept of “ten and some more” and reading/writing numbers to 20.

• Display the numeral 11 and ask: “What number is this?”
• Demonstrate using a tens frame filled with 10 cubes and then adding 1 more cube. Repeat for 12 to 20 in groups.
• Show corresponding number words side by side with numerals (eleven, twelve, ... twenty).
• Engage pupils in repeating the number words aloud.
• Write a few numbers on the whiteboard, inviting pupils to come up and write the number word underneath.
• Highlight “ten and some more” language to build place value understanding.

Assessment: Peer check when pupils write words; verbal feedback during discussion.

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3. Activity 1 – Make Numbers Using Tens Frames and Cubes (10 minutes)

Purpose: Reinforce counting, place value, representation, and fine motor skills.

• Provide each pupil with a tens frame and 20 cubes.
• Call out numbers from 11 to 20, pupils create that number by filling the tens frame completely (for tens) and placing the ‘extra’ cubes.
• Ask pupils to write the numeral and corresponding word next to their tens frame.
• Circulate to check correct representation and offer support.
• Include language prompts: “How many cubes are on the tens frame? How many ‘more’ cubes do you have?”

Assessment: Completed tens frames checked for accuracy; oral questioning on “ten and some more.”

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4. Activity 2 – Order, Compare & Missing Number Tracks (10 minutes)

Purpose: Develop understanding of order, comparison, and number sequences to 20.

• Hand out missing number track worksheets with numbers from 11 to 20 but some numbers blanked out.
• Pupils fill in missing numerals and then colour corresponding number word flashcards and cubes to match.
• Introduce comparative language: • Write three numbers on the board (e.g. 14, 18, 11) and model comparing them using “greater than”, “less than”, “equal to.”
• Pupils sort their number cards into “greater than 15”, “less than 15”, and “equal to 15” piles.

Assessment: Mark missing number tracks and observe correct use of comparative language.

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5. Plenary & Exit Ticket (5 minutes)

Purpose: Consolidate learning and assess understanding of one more/one less.

• Quick oral quiz: Ask pupils “What is 1 more than 14?” and “What is 1 less than 14?” Encourage them to use cubes or tens frames to demonstrate answers.
• Pupils then complete exit tickets individually: Write the numeral that is one more/one less than 14.
• Collect exit tickets for formal assessment of learning objectives 4 and 5.

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Differentiation

• Support: Use visual aids like number lines and use peer buddy system for struggling pupils during activities.
• Challenge: Pupils who excel can write a number sentence using “greater than”, for example, 19 > 15.

Assessment for Learning

• Observations during counting and activities.
• Marking of missing number tracks and exit tickets for understanding of place value and comparison.
• Questioning to probe deeper understanding (e.g., “Why is 20 the greatest number here?”).

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Extension/Home Learning Idea

• Pupils to create their own “ten and some more” representation at home using everyday objects (e.g. sticks, buttons) and bring photos or drawings to share with the class.

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Reflection Notes for Teachers

• Watch for misconceptions about the “ten and some more” concept; some pupils may see 11 as ‘one and one’ rather than ‘ten and one’.
• Reinforce language consistently and encourage full sentence responses (e.g., “14 is greater than 10”).

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This lesson engages Year 1 learners with hands-on and visual strategies, embeds key National Curriculum requirements, and actively develops language and place value understanding in a fun, inclusive, and memorable way.