Counting beyond 20

Counting on past 20: what comes next?

Objective: Children verbally count on past 20, joining in a small group to recognise the pattern of the counting system up to 30.

What to do

1. Gather the children around the first number track, from 17 to 24 with 21 marked. Say, 'Let's count along together, starting at 17,' and count on together to 24, touching each number as you say it.
2. Ask a child to count out 17 objects from the basket and line them up beside the track. Say, 'Let's add one more. How many is that now?' Count on together to 18, then 19.
3. Move to the second track, from 18 to 25 with 20 marked. Point to 20 and say, 'This is 20. What comes next?' Add one more object and count on to 21, saying 'twenty-one' clearly.
4. Bring out the puppet. Have it count and get stuck, saying 'twenty-ten' instead of 'twenty-one'. Ask the children to help the puppet count correctly along the track: twenty, twenty-one, twenty-two.
5. Move to the third track, from 19 to 26 with 23 marked. Point to a number on the track and ask the children to count on from there, touching each numeral, until they reach 23.
6. Move to the fourth track, from 21 to 30 with 29 marked. Count on together from 21 to 29, clapping once on each number as it is said.
7. Show the fifth track, from 21 to 30 with 30 marked. Ask, 'What comes after 29?' Count on together to 30 and point out that the word changes to 'thirty'. Celebrate reaching 30 together.

Misconceptions

Adapting

• Support: Use only the number track from 17 to 24 with 21 marked. Count on in pairs, with the adult saying one number and the child saying the next, touching each numeral together.
• Challenge: Ask children to count on from a number the adult chooses without looking at the track, then check against the track. Also try counting back from 30 to 20, using what they know about one less.
• SEND and EAL: Use the number tracks as a constant visual support, pointing to each numeral as it is said. Keep the same rhythm and phrasing each time ('twenty, twenty-one, twenty-two') so the pattern becomes familiar through repetition, and pair spoken numbers with the real objects for a visual-concrete link.

Look for

• Child counts on past 20 without an adult prompt
• Child self-corrects after saying 'twenty-ten', replacing it with 'twenty-one'
• Child notices and comments on the pattern (e.g. that the 'twenty' numbers sound similar)
• Child continues counting on confidently from 29 to 30, using the word 'thirty'
• Child points to or touches each number on the track in time with their counting

Picture cards for this session

The pattern of the counting system: a number square to 30

Objective: Children verbally count beyond 20 and start to notice the pattern of the counting system on a number square to 30: the ones words repeat (twenty-one to twenty-nine) and then the tens word changes (thirty).

What to do

1. Gather the group around the floor number square and say: 'Let's count together as we walk along the first two rows, starting at 1.' Walk hand in hand with the group along row 1 and row 2, saying each number aloud up to 20.
2. Show picture 2 (10, 20, 30 marked). Point to 10, then 20, then 30 and say: 'These three are at the end of a row. Watch what happens to the word each time a row ends.' Say 'ten, twenty, thirty' slowly.
3. Show picture 3 (1, 11, 21 marked). Point to each and say: 'These three are at the start of a row.' Say 'one, eleven, twenty-one' and ask the children to repeat it with you.
4. Show picture 4 (5, 15, 25 marked). Point to each and say: 'Same place in each row.' Say 'five, fifteen, twenty-five' together, pausing after 'twenty-' each time.
5. Show picture 1 (21 to 29 marked). Walk your finger along the top row from 21 to 29 and say the numbers slowly: 'twenty-one, twenty-two, twenty-three...' Ask the children to join in, clapping once on 'twenty' and once on the ones word each time.
6. Bring out the puppet. Have it 'count' along the top row but get stuck saying 'twenty-nine, twenty-ten!' Ask the children to help the puppet by saying what really comes after 29.
7. Give each child a beanbag. Call out a number between 21 and 30 and ask them to find and stand on it on the floor square, saying the number aloud as they land.
8. Finish by counting all together from 1 to 30, walking along all three rows, pointing to each number as you say it.

Misconceptions

Adapting

• Support: Focus only on counting from 1 to 20 confidently and recognising 21 as 'one more than 20', using picture 3 to show the matching start-of-row pattern before moving on to 21 to 29.
• Challenge: Ask the child to count on from any number you point to on the square without starting at 1, and to predict what comes after 29 before you show them picture 1.
• SEND and EAL: Use consistent pointing and the same short phrases each time ('after 29 comes 30'), pair numerals with the spoken number, and let the child physically step onto each number rather than only listening.

Look for

• Says the numbers 21 to 29 in the correct order without adult support
• Correctly says 30 after 29 without saying 'twenty-ten'
• Points to or steps on the correct number when it is called out
• Notices and comments on the pattern across rows (for example, pointing out 5, 15, 25)
• Self-corrects when they hear or say an incorrect number

Picture cards for this session

Counting big groups: tens and ones

Objective: Children count large groups of real objects by filling ten frames, recognising that 2 full ten frames make 20 and 3 full ten frames make 30, and verbally counting on past 20 using the numbers 20, 21, 23, 25, 27 and 30.

What to do

1. Gather the group around the ten frames and say: 'We're going to count a big pile of objects today - watch how we use these ten frames to help us.'
2. Fill the first ten frame together, one object per space, counting aloud with the children: 1, 2, 3 ... 10. Say: 'That frame is full - it holds exactly 10.'
3. Fill the second ten frame the same way, counting 1 to 10 again inside that frame. Then say: 'Now we have 2 full ten frames. How many is that altogether?' Count on together: 11, 12, 13 ... 20, touching each object.
4. Show the number card 20 and say: 'Look - 2 full ten frames is 20. We don't need to count every single one again once we know a frame is full.'
5. Add 1 more object next to the two full frames. Say: 'Now what have we got?' Count on together from 20: '20, 21.' Show the number card 21.
6. Add 2 more objects (so there are 3 loose ones). Count on together: '20, 21, 22, 23.' Show the number card 23.
7. Add 2 more objects (so there are 5 loose ones). Count on together: '20, 21, 22, 23, 24, 25.' Show the number card 25.
8. Add 2 more objects (so there are 7 loose ones). Count on together: '20, 21, 22, 23, 24, 25, 26, 27.' Show the number card 27.
9. Add enough objects to fill the third ten frame completely. Say: 'What happens when this frame is full too?' Count on together past 27 to 30: '28, 29, 30.' Show the number card 30 and say: 'After 29, the next number is 30 - a brand new ten.'
10. Invite each child to take a turn scooping a new handful of objects and filling or emptying a ten frame while the group counts together.

Misconceptions

Adapting

• Support: Work with fewer objects at a time and fill one ten frame before starting the next, pointing to each space as you count so the child only has to focus on one frame at once.
• Challenge: Before counting, ask the child to predict how many objects there will be once a frame is filled, and ask what one more or one less than 20 or 30 would be.
• SEND and EAL: Use the real objects and ten frames as the main support rather than relying on spoken number words alone; say each number clearly and pair it with the matching number card; repeat short phrases such as '10 more' and model counting on with gestures.

Look for

• Children recognise a full ten frame as 10 without recounting each object
• Children count on from 20 rather than starting again from 1
• Children correctly say 30 after 29, without saying 'twenty-ten'
• Children place one object per space with accurate one-to-one correspondence

Picture cards for this session

Counting back and finding missing numbers

Objective: Children count back from a given number to 30 and work out missing numbers on a number square, recognising that after twenty the ones words repeat before the tens word changes.

What to do

1. Adult moves the toy along the track counting on together from 1 to 20, pausing at 20 and saying, 'I wonder what comes next?' then counting on together to 30, touching each peg.
2. Adult moves the toy backwards from 30, counting back together and touching each peg, saying the numbers clearly, especially 'twenty-one, twenty, nineteen' across the twenty boundary.
3. Adult invites each child for a turn to hop the toy back a few pegs while the group counts back aloud together.
4. Adult places number square card 1 on the floor and says, 'Two numbers are hiding under the leaves. Let's count along together to work out what they are,' counting from the start of the row with the group.
5. Children say what they think each hidden number is, then lift the leaves to check, counting forward and back from nearby numbers to confirm.
6. Adult brings out card 2 for children ready to continue, repeating the process and asking children to count on from a nearby number rather than always starting at 1.
7. For children ready for more challenge, adult brings out card 3 and then card 4, encouraging children to count back as well as forward to work out the missing numbers.
8. Throughout, adult models the correct number words around the twenty boundary and invites children to echo them back.

Misconceptions

Adapting

• Support: Use only number square card 1 with a single hidden number at a time. Work on the number track within 20 first, physically moving pegs one by one, before trying the hidden numbers.
• Challenge: Use number square card 4. Ask children to predict the hidden number before lifting the leaf, and to count back from 30 without touching the track to check their answer.
• SEND and EAL: Use the toy and track for a hands-on, visual way into counting, pairing each number word with a touch or hop. Pre-teach the words 'hide', 'missing' and 'peg' with gestures, and say the twenty- numbers slowly and clearly, repeating them alongside the digit cards.

Look for

• Child counts on past twenty using the correct pattern (twenty-one, twenty-two, and so on)
• Child counts back accurately, touching each number or peg in turn
• Child can say one more or one less than a given number
• Child works out a hidden number from its position in the row rather than guessing
• Child notices and self-corrects an error, such as catching 'twenty-ten' and saying 'twenty-one' instead

Picture cards for this session

Observation prompts: eyfs.ma.patterns.1

Look for

• A child counts on past 20 while using the number square to 30, pointing to each numeral in turn.
• A child notices that the pattern on the number square repeats within each row, such as 21 to 29 looking similar to 1 to 9.
• A child counts a big group of objects by sorting into tens and ones, for example making groups of ten counters and then counting the leftover ones.
• A child self-corrects after saying a counting word wrongly, for example catching themselves between 29 and 30.
• A child counts back from a number such as 30, 20 or another number in this range during play, such as a rocket countdown.
• A child works out a missing number on the number square by using the pattern of the row above or below.
• A child joins in with counting beyond 20 during carpet time or outdoor games without an adult prompting every number.

Listen for

• 'After nineteen comes twenty, then twenty-one, twenty-two...'
• 'Twenty-ten' or 'twenty-eleven' instead of thirty and thirty-one.
• 'One more than twenty-nine is thirty.'
• 'I've got two tens and three ones, so that's twenty-three.'
• 'One less than thirty is twenty-nine.'
• 'Look, it goes twenty-one, twenty-two, twenty-three, just like one, two, three.'
• 'What comes after twenty-six?' asked of a friend during a game.

Next steps

• Not there yet: count forwards from 1 to 20 every day in short bursts (lining up, tidying away) before stretching to 21 and beyond, so the familiar pattern is secure first.
• Not there yet: use a number square to 30 during continuous provision, tracking along the row with a finger and saying each number aloud with the practitioner.
• Not there yet: offer physical counting with movement, such as counting steps, claps or jumps to 20 and a little beyond, to build the rhythm of the counting words.
• Not there yet: model the twenty-one to twenty-nine pattern explicitly in play, pausing at 29 and 30 to listen for and gently correct 'twenty-ten'.
• There: give number squares with some numbers missing between 20 and 30 for children to work out during play, such as a shop till roll or a snakes and ladders style game.
• There: ask children to count big groups of objects beyond 20 by making tens and counting the ones left over, then say the total.
• There: challenge children to count back from 30 or from another number in this range during a game, such as a rocket launch or a countdown to hide-and-seek.
• There: invite children to spot and explain the pattern on the number square to a friend, for example why 23 and 13 both end the same way.

Dear families,

This term in Reception we are counting beyond 20, right up to 30. We want the children to feel confident saying the number names aloud, in the correct order, without missing any out.

We are helping the children notice the pattern in our counting system. After 20, the 'ones' words repeat: twenty-one, twenty-two, twenty-three, and so on, all the way to twenty-nine. Then a new tens word begins: thirty. Lots of children say 'twenty-ten' or 'twenty-eleven' at first, which is a completely normal stage, not a mistake to worry about. Hearing the pattern often, in play, is what helps it click.

We count during carpet time, while lining up, and all through continuous provision, such as counting how many conkers are in the tray or how many steps to the door. The children also use a number square showing 0 to 30 to spot the pattern and find missing numbers.

Ideas to try at home

• Count together on the stairs, in the park or on a walk, and see how high you can count past 20.
• Count everyday things in groups, such as 'how many shoes are by the door' or 'how many grapes are on the plate', especially useful for amounts between 20 and 30.
• Play 'what comes next': say a number between 0 and 29 and ask your child what comes after it.
• Try counting backwards together from 10, then from 20, then from 30, as a fun challenge before bedtime.
• Spot numbers out and about, on front doors, buses or car number plates, and read them together.

With thanks for your support at home, The Reception Team