Counting to 20 and Back

Method

1. Start with real objects the child can touch and move, not numbers on a page: count out loud while moving one object at a time from one pile to another, so each number name is tied to one and only one object. Errors here - saying two numbers while moving one object, or one number while moving two - are the single biggest source of wrong counts at this age.
2. Once forwards counting from 1 is solid, practise counting on from a random starting point (e.g. 'start at 8 and keep going'), since children rely on the rhythm of starting at 1 and can lose the sequence if asked to jump in partway.
3. Introduce a physical number line or number track (0 to 20, evenly spaced) as the picture stage: point to each number as you say it, then let the child point and say it themselves, moving finger left to right.
4. Teach backwards counting as a separate, deliberate skill rather than assuming it follows automatically from forwards counting: walk a finger backwards along the same number line, saying each number, and expect this to need far more repetition than forwards counting did.
5. Practise 'one more' and 'one less' as a shortcut once the sequence is secure: one more than a number is the next number said when counting forwards; one less is the next number said when counting backwards. Avoid letting the child recount from 1 every time - the goal is to answer instantly by knowing where the number sits.
6. Watch the teen numbers closely in both directions: children commonly say numbers in the wrong order around 13 to 15 and 17 to 19. Slow down and use the number line as a check whenever a teen number is involved.
7. Move to the abstract stage only once the child can count on and back fluently from at least three different starting points without pointing at anything: now ask 'one more than 14' or 'one less than 20' with no number line in sight.

Practice questions

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Free printable worksheet