Foundation Maths

Numbers
to 20

Build a number, see how many, then match it to the numeral.

Start the mini-lesson ↓
10

ten counters • numeral 10

Name, represent and order numbers

Connect real quantities, visual models and written numerals from 0 to 20 in one focused lesson.

The teaching lesson stays open. Open or close other resources when needed.

Topic GuideClassroom ViewWorksheetPracticeTest
Teach every curriculum idea

Lesson at a glance

25–30 minutes
Learning intention: I can build, see, say, write and order numbers from 0 to 20.
You need

20 counters or craft sticks, numeral cards 0–20 and a ten-frame.

Success looks like

The student connects a quantity, visual model, number name and numeral without guessing.

1. See the numbers

Embedded visual models

Use these models while students build the same quantities with counters or sticks.

9 — one space is empty
14 — 1 ten and 4 ones
20 — 2 full tens

One less and one more on a 0–20 number line

01234567891011121314151617181920 14 13 — one less 15 — one more

Teen numbers: bundle the ten first

10 + 4 = 14 → one ten comes first, then four ones.

Your turn

Count each counter once. Which numeral matches the collection?

Choose 6, 7 or 8.

2. Every elaboration visually explained

E1–E5 complete

Teach each curriculum idea through a visible action or model before using the formal wording in the Reference section.

E1

Collect and match a requested quantity

A spoken number, a collection and a numeral can represent the same amount.

Please collect9 paintbrushes 9
Teach: Say “nine”, move and count each brush once, state “nine altogether”, then choose the numeral 9.
E2

Order numbers; find one less and one more

Moving one position backward removes one; moving one position forward adds one.

131415 one lessstartone more
Teach: Build 14. Remove one and move left to 13; add one and move right to 15. Then use the full 0–20 line above.
E3

Use first, second, before, after and between

Ordinal words describe position from a clearly marked starting end.

START 1st — red2nd — blue3rd — green blue is after red • before green • between both
Teach: Mark the starting end first. Ask “Which is second?”, “What is before green?” and “Which object is between red and green?”
E4

Read numerals in familiar places

A numeral may show an amount, an order or a label; it keeps the same number name.

7door 7 12bus 12 20page 20
Teach: Read each numeral aloud, then ask what it is doing there. These examples are labels or positions—not collections to count.
E5

Connect a quantity, number name and numeral through a story

The objects, spoken word and written numeral look different but represent the same number.

3 apples + 2 more “five”5same amount
Teach: Act out “3 apples and 2 more”. Count 5 altogether, say “five” and select 5. Rearrange the five apples and confirm the quantity stays five.

✓ Visual coverage check: E1 requested quantity • E2 order and neighbours • E3 ordinal/position language • E4 familiar numerals • E5 quantity, name and numeral.

3. Teach it in 3 steps

Concrete → Pictorial → Abstract
1

Concrete — hands-on

Give each student 15 counters or craft sticks. Count them, then make one bundle of 10 and leave 5 singles.

Say: “This bundle is one ten. How many ones are left?”

2

Pictorial — see it

Show one full ten-frame and 5 dots in the next frame. Students draw or place the same model.

Say: “I can see 10 without recounting. Five more makes 15.”

3

Abstract — write it

Connect the model to the numeral 15 and the word fifteen. Place 15 correctly on the number line.

Say: “The picture, word and numeral all show the same amount.”

Do not rush: if a student cannot build or explain the model, return to the concrete step before asking for more written numerals.

4. Misconceptions and rapid fixes

Use during the lesson

Writes 41 instead of 14

Why: the student hears “four” before “teen” or has not connected the digits to place value.

Rapid fix: point to the full ten-frame first. Say, “One ten comes first, then four ones.” Rebuild 14, say it, then write it.

Forgets 0 when ordering

Why: the student starts the memorised count at 1 and does not treat an empty collection as a number.

Rapid fix: begin with an empty mat labelled 0. Add the 0 card to the starting point of every number track.

Counts an object twice

Why: counted and uncounted objects are mixed together.

Rapid fix: move each object across a line as its number word is said. Finish with, “There are ___ altogether.”

Spread out
Close together

Think: Both groups have 5. Spreading objects out changes the space, not the quantity.

5. Five-minute warm-up

Zero prep
Game 1

One More / One Less Flashcards

  1. Show any numeral card from 1 to 19.
  2. Point left: students call the number that is one less.
  3. Point right: students call the number that is one more.
  4. Ask one student to prove it on the number line.

Example: show 12 → “One less is 11; one more is 13.”

Game 2

Collect the Quantity

  1. Call a number from 0 to 20.
  2. Students collect that many cubes or counters.
  3. They organise the quantity on ten-frames.
  4. Partners check by naming the full ten first, then the extra ones.

Example: 8 fills eight ten-frame spaces; 14 is one full frame and four more.

Quick check before Practice

2 minutes
BuildShow 14 as 1 ten and 4 ones.
OrderPlace 0, 7, 15 and 20 from least to greatest.
ExplainWhy is 13 one less than 14?

6. Teacher slide preview

Fixed presentation

Preview the authored classroom presentation here. Open the fixed slide viewer full-screen when you are ready to teach.

Open slides full-screen

Keep learning

Teach together first, then choose the right next step for the child.

Teach on a screenClassroom ViewPrint and completeWorksheetGuided questionsPracticeCheck understandingTest

Or watch the optional video lesson ↓

Explain, check and apply

Connect the number to its meaning

An empty tray is labelled 0. A full ten-frame and 6 extra counters show 16. Say each number, build it and choose its numeral. A bus labelled 16 does not have to contain 16 passengers: the numeral can identify the bus.

Order and explain

Put 18, 8, 0 and 13 in order from smallest to largest. Explain where 0 belongs.

Answer and teaching guidance

0, 8, 13, 18. Zero represents no objects and comes before 1. Use the existing number line to check the order.

Check the direction

A child says the number before 12 is 13. Is that correct?

Answer and teaching guidance

No. 11 is before 12; 13 is after 12. Point to 12 and move one step towards 0 to find the number before it.

Position needs a starting point

Place three toys in a row. Mark the left end as the start. Which toy is first? Now mark the right end as the start. Does the first toy change?

Answer and teaching guidance

Yes. First means the first position from the marked starting end. The toys stay in place, but reversing the start changes which toy is first.

Ready to move on

Ask the child to build 17, choose its numeral and place it between 16 and 18. Then ask them to show 0.

Answer and teaching guidance

Look for a matching collection, numeral and position, plus an empty collection for 0. If needed, work within 0–5 before returning to teen numbers.

📝 Revision NotesRemember
  • A number tells how many; a numeral is the written symbol for that number.
  • Zero means none. It belongs before 1 when numbers are ordered from 0 to 20.
  • A quantity can be shown with objects, dots, ten-frames, number names or numerals.
  • Teen numbers are one full ten and some extra ones: 14 is 10 and 4 more.
  • On a number line, one step right is one more and one step left is one less.
  • Words such as first, second, before, after and between describe order and position.

Best check: build a number, say its name, write its numeral and place it on the 0–20 number line.

✅ Quick Mastery Check

If the student can do these without help, move to Practice or Test.

✓ Build a number✓ Match quantity to numeral✓ Order numbers✓ Find one more / one less✓ Explain zero

If not: return to Build → See → Write.

PracticeTest
📘 Australian Curriculum description & elaborationsReference

Content description: name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals.

  • E1: collect a requested quantity or match a numeral to a quantity; for example, collecting 9 paintbrushes after hearing “nine”.
  • E2: recognise number order to 20 and identify one less and one more; use card games, songs, storybooks and rhymes.
  • E3: use ordinal and positional language such as first, second, before, after and between.
  • E4: recognise, write and read numerals on familiar objects, images, texts and labels.
  • E5: connect quantities to number names and numerals through stories, counting games and culturally responsive contexts.
🧑‍🏫 Teacher resourceResource

AC9MFN01 classroom teacher slides

The fixed presentation is the concise classroom-display version of this topic lesson. It uses the same main models, language, elaboration visuals, misconceptions and checks.

Open Classroom View
🌏 International curriculum mappingReference
RegionCurriculumClosest mapping
AustraliaAustralian Curriculum v9.0AC9MFN01 — numbers 0 to at least 20: name, represent and order
VictoriaVictorian Curriculum F-10Foundation Mathematics — Number
NSWNSW CurriculumEarly Stage 1 Mathematics — whole numbers
United StatesCommon CoreKindergarten Counting & Cardinality
England / UKNational CurriculumEarly Years / Key Stage 1 — number foundations
CanadaProvincial and territory curriculaKindergarten number sense
New ZealandNew Zealand CurriculumLevel 1 number learning
IndiaNCERT / CBSEFoundational numeracy — numbers and quantities
🔗 Related Foundation Maths topicsExplore
📚 Official referencesSources
🎥 Optional Video Lesson

The SkillrHub lesson remains the primary learning resource. This optional video reinforces the explanation; you can complete the lesson and practice without watching.

Back to the lesson

Before you watch:

  • Pause after each worked example.
  • Try the examples yourself.
  • Return to the SkillrHub lesson before continuing.
Recommended: Count & Move

Super Simple Songs — Saying the number sequence from 1 to 20 while moving. Use the topic lesson for zero and ordering numerals.

As you watch: Which number comes just after 19?

Load video player Loads YouTube in this lesson. See the video notice below.

Try it: Put number cards 1 to 20 in order. Add a zero card before 1.

Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.

Another explanation: Count to 10

Khan Academy Kids — Counting a small collection carefully before extending to 20.

As you watch: How can you count each toy just once?

Load video player Loads YouTube in this lesson. See the video notice below.

Try it: Count ten blocks. Move them into another arrangement and check that there are still ten.

Video unavailable, inaccurate or unsuitable for this year? Report a video problem to SkillrHub by email. You can continue with the written lesson and practice resources.

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Curriculum equivalents: Victoria, NSW and international

Curriculum equivalents for Name, represent and order numbers including zero to at least...

Mapped skill: name, represent and order numbers including zero to at least 20, using physical and virtual materials and numerals

These references identify matching or closely related learning. Curriculum sequence, terminology and depth vary, so teachers should use the mapped skill and lesson difficulty to confirm suitability.

RegionCurriculum frameworkClosest level or code
AustraliaAustralian Curriculum v9.0AC9MFN01 · Foundation
VictoriaVictorian Curriculum F–10 Version 2.0 — MathematicsVC2MFN01 · Foundation
New South WalesNSW Mathematics K–10 Syllabus (2022)MAE-RWN-01 + MAE-RWN-02 · Early Stage 1
United States (USA)Common Core State Standards for MathematicsKindergarten
Canada (Ontario)Ontario Curriculum — MathematicsKindergarten
United Kingdom (England)National Curriculum in England — MathematicsYear 1, Key Stage 1
IndiaNCERT / CBSE — MathematicsFoundational Stage / Balvatika 3

Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.

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Topic reference: AC9MFN01 — Numbers to 20

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