Counting Forward and Back

Overview

In this second lesson of “Counting Adventures in Math,” students practice counting forward and backward from 1 to 20, focusing on number order and numerals. They will use games, manipulatives, and partner practice to strengthen understanding of counting sequences and representing numbers.

Learning intentions

Students will be able to:

• count forward from 1 to 20, starting at different numbers within the range
• count backward from 20 to 1, starting at different numbers within the range
• read and write numerals they hear and see (within 1 to 20)
• represent a number of objects with a written numeral

Success criteria

• I can count forward by ones from a starting number up to 20.
• I can count backward by ones from a starting number down to 1.
• I can write the correct numeral for a number of objects up to 20.
• I can explain how I know the next number (or previous number) in the counting sequence.

Curriculum links

• Number and Operations in Base Ten: Count to 120 starting at any number less than 120; read and write numerals and represent objects with written numerals
• Number and Operations in Base Ten: Recognize 10–90 as tens (used as a bridge to later ten-based understanding)
• Number and Operations in Base Ten: Find 10 more or 10 less mentally (foreshadowed through “one jump” from 10)
• Operations and Algebraic Thinking: Add/subtract within 20 through strategies like counting on and counting back

Lesson structure (60 minutes)

1. 0–5 min · Warm-up chant (“Next or Previous”). Teacher writes 8 on the board and models “What comes next? What comes before?” Students respond chorally, practicing next/previous within 1–20.

2. 5–15 min · Mini-lesson with number line (forward and backward). Teacher displays a large 0–20 number line and demonstrates counting forward from 3 and backward from 15, emphasizing counting by ones and stopping at the endpoints. Students point to each number as the class counts together.

3. 15–25 min · Game 1: “Number Order Relay.” Teacher divides students into two teams and places numeral cards (1–20) face down; each student draws a card and must place it in order using the number line. Students work as a team to build the correct sequence; teacher checks that cards placed reflect correct ordering.

4. 25–35 min · Partner work: “Count the Objects, Write the Number.” Teacher sets out small groups of counters (5–20) and a recording sheet with boxes for numeral answers. Students choose a bag or mat of objects, count them together (forward counting), write the numeral, then trade with a partner.

5. 35–45 min · Game 2: “Backward Bingo (1–20).” Teacher gives each student a Bingo card with numerals 1–20. Teacher calls numbers using prompts like “Count backward from 12” and reveals the next called number as students count down; students cover the matching numeral. Teacher confirms reasoning after each turn: “How did you know the number would be next/previous?”

6. 45–55 min · Teacher-led practice: “Ten Jump (mental reasoning).” Teacher asks quick questions using the “10 more/10 less” idea without requiring counting every time, such as: “If we are at 9, what number is 10 more?” and “If we are at 14, what number is 10 less?” Students answer and briefly explain their strategy (starting from the ten rather than recounting every step).

7. 55–60 min · Exit ticket: “Count, Then Write.” Students receive two prompts:

• “Count forward from __ to 20. Then write the last numeral.”
• “Count backward from __ to 1. Then write the first numeral.” Teacher collects and checks for accuracy in sequencing and numeral writing.

Resources

• Large 0–20 number line (poster or floor version)
• Numeral cards 1–20 (thick card stock)
• Counter manipulatives (small sets per student/pair)
• Object mats or cups/bags labeled for 5–20 objects
• Recording sheets for counting objects and writing numerals
• Backward Bingo cards (numerals 1–20)
• Bingo markers (small counters or crayons)
• Exit tickets with two short prompts
• Whiteboard and markers

Assessment

• Formative checks during warm-up: correct next/previous responses and counting rhythm
• Observation during relay: correct placement in number order and peer explanations
• Partner work monitoring: accurate counting of objects and correct numeral representation
• Exit ticket review: sequencing accuracy and numeral writing (within 1–20)

Differentiation

• Support: Provide number-line strips at student desks and sentence starters such as “The next number is ___ because…” / “The previous number is ___ because…”
• Support: For students who need it, allow counting with a finger on the number line and use fewer starting points (e.g., always start at 10–20 during early attempts)
• Extension: Challenge students with “mystery starts” (e.g., count forward from 7 to 20, then backward from 18 to 10) and ask them to predict the halfway point.
• EAL/SEN: Use visuals consistently (same number line, same direction arrows), keep game directions short, and pair students strategically so language is supported by a strong peer and manipulatives.