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1) Forwards 1 to 10

Counting: Building Steps

1.1 Forwards 1 To 10 Building Steps

Counting Review

Activities 1 to 5:  These boards have been superseded by the Bond Blocks Counting to 10 & 20 Kit but remain for revision of Foundation counting.

Mathematics

  • Develop fluency counting forwards in the correct order from 1 to 10.
  • Develop the concept that each number in the counting sequence is one greater than the number before it.

Language

  • one longer
  • one greater than
  • one number after

The correct mathematical language when comparing numbers is “greater than” and “less than”. For example, “5 is greater than 3”.

The terms “bigger”, “larger” and “smaller”, in mathematics, refer to size. For example, the 5 block is bigger than the 3 block.

The terms “fewer” and “more” refer to discrete, countable objects. For example, counters. 

Core Activity

Directional Fluency: alternate representations

Placing blocks end-on-end is an alternative representation when counting forwards. Encourage students to start with the one and add blocks to the right, as per the direction of a number line. 

Counting Fluency: packing away

Develop fluency counting forwards when packing away. Cover the template with a piece of white paper that is 22cm x 20cm. Start at one, fill vertically. 

1 Pack Away Count Forwards

Once students are fluent packing away starting at one, pack away counting forwards starting at different numbers. For example, “Pack away starting with the 4 block, counting forwards to 10. Then put away the rest of the blocks.” 

Skill Focus

Some students will incorrectly orientate the numbers, placing blocks upside-down.

The teaching focus of this activity is fluency counting forwards. Correct the block orientation but focus first on developing fluency counting, identifying and saying the numbers correctly. Digit orientation and formation can be focused on in a separate activity after this.

Differentiation

A little easier

Counting: steps 1 to 5

Build steps from one to five. Start with the 1 block. Build flat on a desk. Count aloud, pointing to each number as it is said. 

Scaffold: additional set of steps

Place a second set of steps next to the activity board. Use these to:

  • Check numeral orientation.
  • Correct errors
  • Provide additional fluency practice using ‘I do, We do, You do’.

A little harder

Counting: steps 1 to 14

Build steps from one to fourteen. Start with the 1 block. Build flat on a desk. Count aloud, pointing to each number as it is said. 

Counting: steps 1 to 14 with a missing number

Complete the Counting With A Missing Number activity using a set of steps from 1 to 14. 

Counting: steps 1 to 14 from any number

Build steps from one to fourteen. Start with any number except the 14 block. Build flat on a desk. Count aloud, pointing to each number as it is said. 

Counting: forwards 10 to 20

Complete the ‘a little harder’ activity board. 

1.2 Forwards 10 To 20 Building Steps A Little Harder

Progression

In the next activity students build on counting forwards to develop fluency identifying the number after and the concept of a mental number line. Go to

Activity 2

Counting: Number After, Greater Number