Count and Match

Overview

In this first of two lessons, students count from 1 to 20 and connect numerals to quantities. They will use objects, songs, and number flashcards to practice reading and writing numerals and matching them to sets.

Learning intentions

Students will be able to:

• count forward from 1 to 20 using one-to-one correspondence
• read numerals from 1 to 20 and name the number
• represent a number of objects with a written numeral (1–20)
• match a numeral flashcard to a set of objects

Success criteria

• I can count objects up to 20 without skipping or double-counting.
• I can point to and read a numeral (1–20) and say the matching number.
• I can write the numeral for a set of objects (1–20).
• I can match the number flashcard to the correct number of objects.

Curriculum links

• Number and Operations in Base Ten: Count to 120 and read/write numerals in the range (grade 1).
• Number and Operations in Base Ten: Understand that 10 refers to one ten (as a bundle of ten ones).
• Number and Operations in Base Ten: Numbers 11–19 are composed of a ten and ones (focus on counting and recognizing within 20).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and goal. Teacher greets students and shows a number line from 1 to 20 (large and visible) while saying today’s goal: “We will count to 20 and match numbers to objects.” Students chorally repeat the goal and count to 5 together to get started.

2. 5–15 min · Count-along with movement (1-to-1). Teacher leads a counting routine: students take one step or clap once per number as the teacher calls numbers from 1 to 20, stressing “one object for one number.” Students count with the teacher and use a quick gesture for each number (tap head/shoulders or clap) to reinforce one-to-one correspondence.

3. 15–25 min · Object counting stations (guided). Teacher introduces 2–3 sets of counting objects (e.g., connecting cubes, counters) and models how to count: move one counter at a time and stop when reaching the target. Students rotate in pairs at small stations. Each student counts a set labeled with a target numeral (for example: “Count to 12”) and builds the matching amount.

4. 25–35 min · Read the numeral, show the amount. Teacher holds up number flashcards one at a time from 1 to 20 (start with 1–10, then include 11–20) and asks: “What number is this?” and “How many counters match this?” Students respond by pointing to the matching set (teacher displays two candidate sets briefly, such as 7 vs. 8) and then count to confirm.

5. 35–45 min · Write-the-number practice. Teacher places a set of counters (from 1 to 20) on the table and says, “Write the numeral that matches how many.” Students write the numeral on a recording sheet or whiteboard. Teacher circulates and checks for correct numeral formation and correct matching quantity.

6. 45–52 min · Mini-assessment quick check (teacher-led). Teacher selects a few students to do a fast round: show a numeral flashcard (1–20) and ask them to count out that many objects, then hold up the written numeral. Students complete the count-out and show their numeral. Teacher gives immediate feedback and corrects common errors (skipping, counting past the target, writing mirror-image numbers).

7. 52–60 min · Song + exit ticket. Teacher leads a counting song to 20 (students sing while tapping each number). Then, students complete a short exit ticket:

• Circle the correct numeral for a pictured set of objects (two items)
• Write the numeral for one set of objects (one item) Students turn in exit tickets and count once more from the last number to 20 as a wrap-up.

Resources

• Large number line 1–20 (poster)
• Counting objects (counters, cubes, or small erasers), enough for stations
• Number flashcards 1–20
• Recording sheets/worksheets for numeral writing (1–20)
• Whiteboards/markers (optional for additional practice)
• Exit tickets with simple object sets (1–20)
• Painter’s tape or chart paper for station labels
• Counting song audio or teacher-led chant script (no recordings required)

Assessment

• Observation during station counting: check one-to-one correspondence and accuracy.
• Listening checks during numeral flashcard reading: students name the numeral correctly.
• Exit ticket: two numeral-choice items and one “write the numeral” item to confirm matching numerals to quantities.

Differentiation

• Support: Provide number words and numeral visuals on the desk (e.g., “12” with a corresponding picture) and allow finger-tracking on the number line while counting.
• Support: Use sentence starters on recording sheets: “This number is ____. I see ____ objects.”
• Targeted small group: If needed, keep students on 1–10 first, then add 11–20 with fewer flashcards.
• Extension: Challenge students to count a given set and then write the numeral that comes next (for example, after counting 9, they write 10).