Numbers to 20: a week of ready-to-teach maths

Five days of lessons for Foundation Number. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out cards, a mini-check and every answer.

Start here: five minutes to Monday

1. Skim the week at a glance on the next page.
2. Print the five days. Each day is two A4 sheets: a plan and a worksheet.
3. Cut out the two card sheets once; they are reused all week.
4. Open the free interactive unit on your board. Every plan tells you which picture to show and when.
5. Teach straight from the plan. Timings, talk prompts, misconceptions and answers are all on the one page.

No maths background needed

This pack is written for the busy generalist teacher. Each plan explains the idea in plain words, lists the ideas children muddle, and gives model answers, so you can walk in and teach it.

One day, one lesson

The five lessons fill a week of maths, one lesson of about 40 minutes a day. Run them in order: each day stands on the one before. Every lesson can also split into a short warm-up and a main session if your timetable runs small blocks.

The week at a glance

One lesson a day for a week. Each day stands on the day before, so run them in order.

How the week builds

Day 1 counts and shows numbers to ten; Day 2 gives each number its three names; Day 3 stretches into the teens as ten and some more; Day 4 puts them in order; and Day 5 meets zero and makes new numbers. It grows from the counting children bring from home, and it opens the way to Numbers to 120 in Year 1.

Materials for the week (one trip)

• From the classroom: scissors, pencils, this pack printed.
• From home or the craft box: a small handful of counters, buttons, blocks or dry pasta to count and to fill the frames.
• Cut out once, use all week: the numeral cards and the ten-frame mats in this pack. No maths equipment to buy.

Dear families

This week in maths, Foundation explores numbers to twenty. We count objects, show numbers on a ten-frame, match them to their written numerals, and put them in order — including the number zero, which means none.

Try this at home

• Count a small set of things together: stairs, spoons, socks. Touch each one and say the number out loud.
• Ask “how many?” after counting. The last number you said is the answer.
• Spot numerals around you: a door number, a page, a footy score. Ask your child to name them.
• Ask what comes next and what comes before a number: after 6 is ___, before 6 is ___.

My numbers this week

Fill one row a day. Tick when you have said it and shown it.

Printed from the free seegongsik Numbers to 20 teaching pack · seegongsik.com/au/foundation/number/AC9MFN01/pack

Count and show to 10

Children count a set of objects one by one, then show the same amount on a ten-frame and match it to its numeral. Touching and counting comes first all week: hands convince faster than symbols.

We are learning to

• count objects one at a time, saying one number for each,
• say how many there are by naming the last number counted,
• show a number on a ten-frame and match it to its numeral.

Success criteria

• I can count a set and say how many.
• I can show a number on a ten-frame and write its numeral.

You need

A small handful of counters, buttons or dry pasta per pair. The numeral cards (cut-out sheet 1) and the ten-frame mats (cut-out sheet 2), one set per pair. The worksheet, one per child.

Lesson flow (about 40 minutes)

Two half-sessions instead? End Session A after counting together. Start Session B by filling the frame to a few numbers, then match the numeral cards.

Watch for these ideas

• Counting one, two, three correctly, then counting all over again when asked how many: the last number already is the answer.
• Skipping an object or counting one twice, so the count and the amount do not match.
• Scattering counters anywhere instead of filling the frame in order, so the five-and-more pattern is lost.

Answers

• The frames show 6 and 9. Three is 3, six is 6, nine is 9.
• Showing 8: fill the top row of five, then three in the bottom row. The numeral is 8.
• Showing 4: four counters in the top row. The numeral is 4.
• Build-your-own varies: check the frame is filled in order and the numeral matches the count.

Count and show

Count the dots on each frame. Write how many in the box.

Now you draw

Draw dots to show each number. Fill the boxes one at a time.

Match the number to how many

Your own number

Choose a number from 0 to 10. Draw it on the frame and write it here: ____

One number, three ways

A number wears three faces at once: a word we say, a numeral we write, and an amount we can see. Today children travel between the three and tie them together so tightly that they become one idea.

We are learning to

• say the number word for an amount,
• write the numeral for a number I hear,
• match the word, the numeral and the amount for one number.

Success criteria

• I can write the numeral when I hear the word.
• I can show the same number as a word, a numeral and dots.

You need

The numeral cards and the ten-frame mats (cut-out sheets 1 and 2). Some counters. The worksheet, one per child. A board for the class to see.

Lesson flow (about 40 minutes)

Two half-sessions instead? End Session A after the match. Start Session B with the quick write.

Watch for these ideas

• Saying the number words in order like a song, but not yet linking “five” to five things.
• Writing a numeral back to front, or muddling 6 and 9: point back to the amount to check.
• Matching the word and numeral but drawing the wrong number of dots: all three must agree.

Answers

• 3 is the word three, with three dots. Seven is the numeral 7, with seven dots.
• 5 is the word five, with five dots. Nine is the numeral 9, with nine dots.
• The drawn dots vary in place but must match the count in each row.

Three ways, one number

Each row shows one face of a number. Fill in the other two.

Show a number three ways

Choose a number from 0 to 10. Write the word, write the numeral, and draw the dots.

Word: ____________ Numeral: ____

Teen numbers 11 to 20

A teen number is a full ten and some more. Once children see 13 as ten and three, the teens stop being a jumble of names and become the first quiet step towards place value.

We are learning to

• fill one ten-frame right up to make a ten,
• show a teen number as a full ten and some more,
• name and write the numbers from 11 to 20.

Success criteria

• I can make a full ten and add the extras.
• I can say a teen number as ten and some more.

You need

The ten-frame mats (cut-out sheet 2), two per pair, and some counters. The numeral cards for 11 to 20. The worksheet, one per child.

Lesson flow (about 40 minutes)

Two half-sessions instead? End Session A after making a full ten. Start Session B with ten and some more.

Watch for these ideas

• Hearing thirteen and writing 30, or 31: the teen words hide the ten, so build it to check.
• Counting the teens all from one, missing that the first ten is already made and can be trusted.
• Filling the second frame before the first is full, so the ten is not really a ten.

Answers

• 13 is a full ten and 3 more. 17 is a full ten and 7 more. 20 is two full tens.
• 11 is 10 and 1. 15 is 10 and 5. 20 is 10 and 10.
• Build-your-own varies: check the first frame is full before any extras are added.

Ten and some more

A teen number is a full ten and some more. Fill a whole ten, then draw the extras.

Build 13

Fill the first frame right up to make ten, then draw 3 more on the second frame.

Build 17

Make a full ten, then draw 7 more.

Ten and how many more?

Put numbers in order

Numbers are not just a set; they live in a fixed line, each one exactly one more than the one before. Once children feel that order, they can say what comes next and what comes before without counting from one.

We are learning to

• say what comes next and what comes before a number,
• put numbers to 20 in order, smallest first,
• find the missing number in a short run.

Success criteria

• I can say the number after and the number before.
• I can put three numbers in order, smallest first.

You need

The numeral cards (cut-out sheet 1), one set per group, for a floor line. The worksheet, one per child.

Lesson flow (about 40 minutes)

Two half-sessions instead? End Session A after making a line. Start Session B with ordering three.

Watch for these ideas

• Muddling after and before: after is further along the line, before is back towards zero.
• Thinking a teen with more to say is always bigger, so 20 seems smaller than 13: check the order on the line.
• Reciting the count from one every time instead of trusting the fixed order.

Answers

• After: 9, 15, 20. Before: 7, 13, 18.
• 9, 12, 15. Then 7, 11, 17. Then 5, 13, 20.
• Missing number between 13 and 15 is 14.

What comes next?

Write the number before and the number after

Fill the missing number

11, 12, ____, 14. Then 16, ____, 18, 19.

Put each set in order, smallest first

Zero and make your own

Zero is the number that names none: an empty frame, an empty hand. Today zero takes its place at the start of the line, and children make and name a number of their own, gathering the whole week together.

We are learning to

• say that zero means none, an empty amount,
• put zero at the very start of the number line,
• make and name a number of my own, three ways.

Success criteria

• I can show zero and say what it means.
• I can make a number and say, write and show it.

You need

Some counters and the ten-frame mats (cut-out sheet 2). The numeral cards, including 0. The worksheet, one per child. The mini-check for the end of the lesson.

Lesson flow (about 40 minutes)

Two half-sessions instead? End Session A after making your own number. Start Session B with the mini-check.

Watch for these ideas

• Thinking zero is nothing to talk about: zero is a real number with its own place at the start of the line.
• Skipping zero when counting down, so the line seems to start at one.
• Making a number but naming it only one way: a number is a word, a numeral and an amount at once.

Answers

• An empty frame shows zero. Zero sits at the very start of the number line, before 1.
• Make-your-own varies: check the word, the numeral and the drawn dots all match one number from 0 to 20.
• Mini-check answers are on the answers-and-marking sheet at the back of the pack.

Zero and your own number

The empty frame

Here is a frame with nothing in it. How many counters are there? Write the number: ____

Zero on the line

Fill in the numbers at the start of the line: ____, 1, 2, 3, ____, 5.

Make your own number

Choose a number from 0 to 20. Say it, write it, and draw that many dots.

Word: ____________ Numeral: ____

Numeral cards 0 to 20

Cut out the cards. Use them to match a numeral to a count, to lay the numbers in order on the floor, and to fill a gap when a card is taken away. One set per pair or group is plenty.

Numerals

Teacher note: keep the cards for the whole week. On Day 1 they name a count, on Day 4 they make the number line, and on Day 5 the 0 card takes its place at the very start.

Ten-frame mats and dot cards

Cut out the mats and cards. Put counters on the ten-frame mats to show a number, and use a full mat plus a second mat to build the teen numbers. The dot cards let children match a picture of a number to its numeral without counting one by one.

Ten-frame mats (four)

Dot cards 1 to 10

Teacher note: the first five dots are gold and the next five blue, the same as the ten-frame on screen, so the picture and the numeral stay tied together.

What we know: Numbers to 20

Work on your own. Your teacher will read each question aloud.

1. Write the numeral for the word sixteen: ____
2. The number just after 13 is ____.
3. The number just before 20 is ____.
4. Draw 6 dots in the box below, then write how many: ____
5. Fill in the missing number: 8, 9, ____, 11.
6. Put these in order, smallest first: 12, 9, 15. ____, ____, ____
7. Which is more, 14 or 18? ____
8. An empty frame has no dots. How many is that? Write the number: ____

Answers and marking guide

Answers

1. 16.
2. 14.
3. 19.
4. Six dots drawn, and the number 6.
5. 10.
6. 9, 12, 15.
7. 18.
8. 0 (zero means none).

A quick three-level guide

Eight questions, four ideas. A child at standard answers most questions and can name, show and order numbers to 20.

Weekly class record

Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.

The five columns are the five days: count and show, name to 20, teen numbers, order, and zero.