Counting to 20

Lesson Overview

Unit Title: Counting 11 to 20
Lesson Title: Review and Assessment of Numbers 11–20
Curriculum Links:
This lesson aligns with the UK National Curriculum for Mathematics – Year 1, specifically:

• Number and Place Value (1N4): Count, read and write numbers to 20 in numerals and words.
• Number and Place Value (1N3): Identify and represent numbers using objects, pictures, and number lines.

Lesson Objectives

By the end of this 60-minute lesson, pupils will:

1. Be able to count fluently from 11 to 20 and back again.
2. Demonstrate their ability to write numbers 11–20 in both numerals and words.
3. Reflect on and communicate their understanding of these numbers through interactive and written activities.

---

Resources Needed

• Number cards (11–20 in numerals and words separates)
• Whiteboards and markers (1 per child)
• Printable worksheet with numerals and missing word blanks (11–20)
• A soft ball (or beanbag) for counting games
• Reward stickers or small certificates for participation
• A classroom number line (11–20 highlighted)

---

Lesson Structure

1. Starter Activity: Numbers Warm-Up (10 minutes)

Objective: Tune into counting mindset and reinforce fluency with numbers.

Activity: "Count and Clap"

• Gather the children in a seated circle on the floor.
• Count aloud together from 1 to 20 as a warm-up. Ask them to clap their hands on every teen number (11 through 19).
• Repeat, but this time count backwards from 20 to 1 with claps on the same teen numbers. Gradually speed up the pace.

Engagement Tip: Call on individual children to "lead" sections of the countdown, building their confidence.

---

2. Game Time (15 minutes)

Objective: Practise identifying numbers 11–20 in a fun and collaborative way.

Activity: "Hot Number Ball"

1. Pupils stand in a semi-circle around the teacher.
2. The teacher throws the soft ball to a child while calling out a random number between 11 and 20.
3. The child catching the ball holds it up, says the number, and adds "one more!" aloud (e.g., the teacher calls "12," the child responds with "12, one more is 13!") before passing the ball back.
4. If confident, children can also try "one less" instead of "one more."

Interactive Extension:
Use giant floor number cards for the children to run to and point when their number is called, adding physical movement for deeper engagement.

---

3. Mini Assessment Part 1: Write It Right (15 minutes)

Objective: Demonstrate correct numeral and word formation of numbers 11–20.

Activity: Whole-class writing quiz

• Give each pupil a mini whiteboard and marker.
• The teacher says a number out loud, e.g., “12,” and the children must write it in both numerals and words (e.g., “12” and “twelve”) within 20 seconds. Hold boards up for quick visual feedback.
• Repeat for at least 8 numbers, alternating between “teach-me speed” and “race time speed.”

Challenge:
Ask them extension questions, such as:

• "Can you write the number that's one less than 18?"
• "What comes after 14 on the number line?"

---

4. Mini Assessment Part 2: Fill in the Gaps (10 minutes)

Objective: Practise recognition and sequencing of numbers 11–20 using a written worksheet.

Activity: Number Gaps Worksheet

• Hand out a worksheet with missing blanks in a sequence (e.g., 11, 12, ___, 14, ___, etc.). The blank spaces alternate between numerals and words.
• Children must fill in the gaps independently.
• The teacher circulates to provide guidance as needed, particularly for less confident students. Collect these worksheets for review post-lesson.

Differentiation:

• For more able learners: Include mixed challenges where they identify patterns or write the sequence backwards.
• For learners needing support: Allow them to reference the classroom number line during this activity.

---

5. Class Reflection (5 minutes)

Objective: Consolidate learning and encourage self-assessment.

Activity: "Two Stars and a Wish"

• Gather the children back on the carpet.
• Briefly ask them:
  1. Two stars: Name two numbers or activities they feel confident with (e.g., “I can write thirteen and fourteen!”).
  2. One wish: Share one thing they feel they can practise more (e.g., “I can try to count backwards from 20 to 11 by myself.”).
• Compliment their efforts and explain that today was about celebrating their learning.

---

Differentiation and Support

For children needing extra help:

• Pair them with a buddy or provide number cards as prompts during assessments.
• Use the number line consistently for visual reinforcement.

For more able children:

• Encourage writing numbers as part of simple sums, such as “12 + 6.”
• Offer a challenge to count backwards in steps of 2 from 20.

---

Success Criteria

Students will have met the objectives if they can:

• Count fluently from 11 to 20 (forwards and backwards).
• Write numbers 11–20 in both numerals and words with minimal errors.
• Identify gaps in sequences and solve them correctly.

---

Assessment

• Observational notes during the "Hot Number Ball" activity.
• Completed whiteboard quizzes and worksheet submissions.
• Class reflections shared during "Two Stars and a Wish."

---

Homework Idea

Send home a simple game sheet for parents to engage with their child:

• A number matching game where children connect numerals (16) to their corresponding word (sixteen).
• Encourage children to teach their families how to count backwards from 20 aloud.

Closing Comment for Teachers:
This lesson is designed to take the core principles of counting and number-writing into a fun, assessment-driven format that balances energy, participation, and attainment. Let me know how it works! 😊