Count Forward

Overview

This is lesson 3 of 30 in Building Mathematical Thinking. Students practice continuing a counting sequence from a given number rather than restarting at 1. The lesson builds on familiar counting to 10 and 20 and uses songs, movement, visual number lines, and individualized starting points.

Learning intentions

• Students will be able to count forward from a given number.
• Students will be able to count by ones to 10 or 20.
• Students will be able to use a number line or sequence strip to support counting.
• Students will be able to explain where their counting sequence continues.

Success criteria

• I can start counting at a number my teacher gives me.
• I can continue the counting sequence to 10 or 20.
• I can use a number line, rhythm, or visual strip to help me.
• I can count with no more than one prompt.

Curriculum links

• Counting and Cardinality — count forward from a given number within the known sequence.
• Counting and Cardinality — count to 100 by ones and by tens.
• Number representation — write and represent numbers from 0 to 20 where appropriate.

Lesson structure (30 minutes)

1. 0–4 min · Welcome and counting hook. Teacher opens the counting hook slides, asks, “If we are on 6, do we go back to 1 or keep going?” and leads a short counting song with a steady beat. Students count aloud together, noticing that counting can begin at different numbers.

2. 4–9 min · Model the strategy. Teacher displays a large number line on the number line teaching slide, chooses a starting number such as 4, touches 4, and models, “I start at 4, then I say 5, 6, 7…”; teacher repeats with 12 and continues to 20. Students echo the sequence, point to each number, and show with a thumb whether the next number is correct.

3. 9–16 min · Movement counting. Teacher gives each student an individualized starting point within their current range and uses the movement counting instructions to lead actions such as clapping, stepping, or tapping once for each number. Students begin at their assigned number and count forward to 10 or 20, using a number line or sequence strip as needed.

4. 16–24 min · Partner practice. Teacher pairs students and distributes the count-forward practice sheet; teacher models one example and supports each pair with a suitable starting number. Students take turns choosing or receiving a starting number, saying the next numbers aloud, and recording or tracing the sequence on the worksheet. Partners may point to the number line and give one helpful prompt, such as “What comes next?”

5. 24–27 min · Quick formative check. Teacher meets briefly with individual students or pairs, presenting starting numbers such as 2, 7, 9, 14, or 18 and recording whether each student continues accurately. Students count forward aloud, with access to a visual strip and no more than one prompt.

6. 27–30 min · Share and exit check. Teacher returns to the closing and exit slides, invites two students to demonstrate different starting points, and asks the class to complete the prompt, “Start at __ and count forward to __.” Students say their sequence to the teacher or record the numbers on the final worksheet box; the teacher collects the response as an exit check.

Resources

• the Count Forward slide deck
• the count-forward practice sheet
• Floor or tabletop number lines from 0 to 20
• Individual counting sequence strips from 0 to 20
• Number cards from 0 to 20
• Counters, linking cubes, or small movement markers
• Pencils, crayons, or dry-erase markers
• Timer

Assessment

• During movement and partner practice, listen for whether students begin at the given number rather than restarting at 1.
• Record each student’s starting point, endpoint, accuracy, and level of prompting during the individual check.
• Use the final spoken or written sequence to identify students who can continue to 10, continue to 20, or need a smaller range and more visual support.

Differentiation

• Support: Give students starting points within a familiar range, such as 1–5 or 1–10. Use a pointing adult, floor number line, sequence strip, counters, repeated modeling, and a consistent rhythm. Accept spoken responses instead of requiring writing.
• Diverse learners: Pair students strategically and allow standing, stepping, clapping, tapping, or quiet counting. Offer wait time, one-step directions, and individualized prompts. For students with motor or communication needs, students may point to numbers, use a communication device, or signal each number.
• Dyslexia-friendly options: Keep written text minimal; use clear, large-print numerals, high contrast, uncluttered sequence strips, spoken counting, songs, and rhythm. Avoid requiring students to read lengthy instructions, and allow tracing or teacher scribing.
• Extension: Students who are ready count forward from any number to 100, using a 0–100 number line or oral sequence. They may begin at a number such as 37, 58, or 76 and explain how they know what comes next.