COUNTING LEARNING

EXPERIENCES

Counting GP 0
0. Not apparent/lack of
evidence of growth point 1
Not yet able to state the
sequence of number names to
20.

Moving towards achieving

1. Rote counting
Rote counts the number
sequence to at least 20, but is
not yet able to reliably count a
collection of that size.

Dial My Number
Materials: disconnected telephone, whiteboard
Group size: Small group
What to do: Teacher records an eight digit telephone number on the board; group reads the number
to student who has to dial the number on the telephone. Student can role play speaking to
someone before hanging up and passing onto the next student. Teacher checks to ensure that
child is dialling the correct digits
Clumps: Making Groups to Ten:
Materials: none
Group size: whole-class
What to do: Call out a number between one and ten. Children must quickly move into a group or
clump of that size and sit down. Those who are not part of a group become checkers and count to
see that groups are the right size. Continue until three children remain. Demonstrate the counting
sequence by counting each group out loud and verbalise counting strategies and ask checkers to
verbalise what strategies they are using when they check each group.
Get Rhythm: Reciting the Counting Sequence
Materials: none
Group size: small group, whole-class
What to do:
1. The teacher demonstrates a simple body percussion patter (e.g., slap, clap) and asks the
students to join in.
2. The teacher then explains that the class will now count along with the rhythm, emphasising
the number said on the clap with a loud voice and whispering the number spoken on the
slap. The teacher demonstrates and then students join in.
3. Repeat with patterns of varying length, e.g., patterns of three movements (slap, clap, slap).
Variations: Repeat with backwards counting sequence (from 10, then from other numbers) if you
students are able.

Counting GP 1
1. Rote counting
Rote counts the number
sequence to at least 20, but is
not yet able to reliably count a
collection of that size.

Moving towards achieving

2. Counting collections
Confidently counts a collection
of around 20 objects.

Number Match
Materials: Set of flashcards with numbers 1-20 written in words and in numerals
Group size: Pairs or individual
What to do: Shuffle cards and students match the written numbers with the numerals.
Extension: Flashcards with numbers represented by dots could be added and matched also.
Going Dotty
Materials: A6 paper(x10 per student), adhesive dots/dot stickers or stamps
Group size: Small group, pairs, individual
What to do: Have children use adhesive dots/dot stickers/stamps to create flash-cards numbered 11
to 20. Each A6 card should show the numeral and the correct number of dots/stamps. Alternatively,
students can use word processing software, such as Word or PowerPoint, to make the cards. Have
students check for accuracy of their partners cards to reiterate the counting sequence. Children can
then use their flashcards to play games (e.g., snap or concentration) and enhance their subitising
skills.
Counting to 20: Missing Numbers in the Number Chart
Materials: cut-outs of the first two rows of a hundred chart (i.e., 1-20) with some numbers missing,
pencils/markers
Group size: individuals, pairs
What to do: Students fill in the missing numbers on the 1-20 number charts. When completed on a
daily basis, this simple and quick task reinforces the pattern and structure of the numbers from 1-20.
Counting Steps
Materials: laminated A4 pages with numbers 1-20 on them, large dice
Group size: small group
What to do: Place on the floor, in order, sheets of A4 paper pre-numbered 1-20. Model throwing a
large dice and moving the correct number of places until reaching 20. Explain, I have rolled four, so I
need to take four steps. I dont count the paper I am standing on. One, two, three, four. Have a
child step on the first paper and roll the dice. Ask, How many steps will you take? What do you need
to remember?

Counting GP 2
2. Counting collections
Confidently counts a collection
of around 20 objects.

Moving towards achieving

3. Counting by 1s
(forward/backward, including
variable starting points;
more/less)
Counts forwards and
backwards from various
starting points between 1 and
100; knows numbers before
and after a given number.

Counting collections bags:

Materials: a range of zip lock bags filled with a variety of countable objects (1 type of object per bag)
Group size: pairs or individual
What to do:
Students work with a partner to determine the number of objects in a bag. They record their
information on a recording sheet as teachers monitor their work.

Wool Tie
Materials: assorted collections of everyday classroom things (e.g., unifix, buttons, pencils etc.) into
groups representing 15-30; set of flashcards numbered 15-30; fifteen lengths of wool
Group size: Whole Class
What to do: Groups of objects are randomly arranged along one side of the floor space, and the
numbered cards randomly arranged along the other side. Whole class counts groups of objects
together, and then individual student uses wool to connect the group to the corresponding numeral.
Snap Cards
Materials: set of flashcards with numbers 1-30, set of dot cards with numbers 1-30
Group size: Pairs
What to do: students play snap by snapping the matching numeral card as it appears.

Counting GP 3
3. Counting by 1s
(forward/backward, including
variable starting points;
more/less)
Counts forwards and
backwards from various
starting points between 1 and
100; knows numbers before
and after a given number.

Moving towards achieving

4. Counting from 0 by 2s, 5s,

and 10s
Can count from 0 by 2s, 5s, and
10s to a given target.

Who am I?
Materials: Set of cards, in counting order from 1 to 28 (or otherwise), one for each student
Group size: Whole class
What to do: Teacher randomly selects a number from 1 to 28 and gives a simple statement such as
I am one less than 22. Who am I? The student then responds I am 21 and moves to the front of
the class. Teacher follows with I am the number after 14. Student responds with I am 15 and
then places themselves in an appropriate position to the left of Student 21. At the conclusion of the
session, all of the students should be in numerical order across the room.
Marble Count
Materials: Tin, marbles (or other small, heavy objects)
Group size: Whole class
What to do: Ask the students to close their eyes and listen as each marble drops into the tin,
counting silently to themself as they go. When the teacher stops dropping marbles asks students to
volunteer the number that they had counted. To check answer, whole class can orally count as they
are dropped again. Variation: Begin with a number of marbles already in the tin, to allow students
practise at not always starting from zero.
Counting Backwards:
Materials: A4 copies of counting backwards game board, dice, counter per students
Group size: Partners or small group
What to do: students take turns rolling the dice and then move backwards that many positions on
the game board. The first to make it to 1 wins.
Game board:

Counting GP 4
4. Counting from 0 by 2s, 5s,
and 10s
Can count from 0 by 2s, 5s,
and 10s to a given target.

Moving towards achieving

5. Counting from x (where x

>0) by 2s, 5s, and 10s
Given a non-zero starting
point, can count by 2s, 5s, and
10s to a given target.

Frog Hop
Materials: hula hoops, sets of cards with numerals counting by 2s, 5s and 10s
Group size: Small group
What to do: Lie the hoops in a random pattern on the floor, with a card face up inside each. Select a
focus for the session i.e. counting by 2s, 5s or 10s; and place the cards in counting order with hoops
adjacent to each other. The student becomes the frog who must leap from lily pad to lily pad in
counting order. Other students check for accuracy.
Ice Cream Bundles
Materials: Icy pole sticks and rubber bands
Group size: Small groups
What to do:
The group is given a collection of icy pole sticks (70+) which they are required to count into bundles
of ten, contained by the rubber bands. These can then be used to count by tens and then count in
left over sticks to find total. Small groups can be joined together to facilitate counting to larger
numbers if desired.
5s Walk
Materials: Long roll of paper, paint, (outside area!)
Group size: Whole class and small groups
What to do: Each child uses the paint to make their own footprints on the paper, recorded in a
walking pattern. Teacher can number the feet (1,2, 3 etc) and then small groups can do the 5s
walk, counting toes in groups of five as they step on each foot. Variation: Doing the 10s jump.
Feet can be recorded side by side and then students jump from pair to pair, counting by 10s as they
go.

Counting GP 5
5. Counting from x (where x
>0) by 2s, 5s, and 10s
Given a non-zero starting
point, can count by 2s, 5s, and
10s to a given target.

Moving towards achieving

6. Extending and applying

counting skills
Can count from a non-zero
starting point by any single
digit number, and can apply
counting skills in practical
tasks.

Dice Count
Materials: Two dice marked +2, +2, +5, +5, +10, and +10
Group size: Pairs or small group
What to do: Students roll the dice, total the score on both dice and add this to their running total.
They may continue having turns until they decide to bank their score and pass their turn onto the
next student. If, however, before they bank their score they roll a double (i.e. two 2s, two 5s or
two 10s) they lose all of their points for this turn. The first student to reach 100 points wins.
Choose Your Own Bingo
Materials: Blank bingo template for each student, counters, two dice
Group size: Small group
What to do:
Students select four numbers between 2 and 12 (they may have repeats, but the number must come
up twice) and write these onto their bingo card. The students then take it in turns to roll the two
dice and add them to find the total. If the total appears on their own bingo card they may cross it
off. Play then passes to the next student. The first student to win is the one who crosses off all of
their numbers.
Make Your Counters Count
Materials: one game board per group (enlarge to A3 size or even bigger), one counter per student
Group size: Small groups
What to do: Students take turns to throw their counter onto the game board from a distance of
about 1m. The area in which their counter lands will determine their score for that throw. Students
keep their own running total of their score. The first student to reach 50 points wins. If the counter is
touching any part of a line, it is a score of 1 point only.
Gameboard:

Counting GP 6
6. Extending and applying
counting skills
Can count from a non-zero
starting point by any single
digit number, and can apply
counting skills in practical
tasks.

Moving towards achieving

7. Counting by fractions and

decimal fractions
Counts by fractions and
decimal fractions from a nonzero starting point

Clapping Times:
Materials: none
Group size: pairs
What to do:
(i)
Together students count from 1 up to 20, clapping on each number, but clapping more
loudly and speaking loudly on the numbers in the two times table, and quietly on the other
numbers. Then they clap the five times table together up to about 30, so this time they are
clapping more loudly and speaking loudly on the multiples of five and quietly on the others
(ii)
Then, one student claps the twos in this way and one student claps the fives, at the same
time. Students are asked to predict what they will hear: which numbers would be quiet?
Which numbers would be fairly loud and which would be very loud?
(iii)
Choose another pair of tables and repeat
Twos and tens?
Fives and tens?
Times Ten You Win
Materials: Pack of playing cards with picture cards removed
Group size: Pairs
What to do: Place all of the cards face down in the centre. Students take turns in turning over a card
and adding this onto the running total. If this total is a multiple of ten, the player keeps all of the
cards. The winner is the player with the greatest number of cards
100 chart patterns:
Materials: 100 chart per student
Group size: Small group, individual
What to do: Students colour the numbers in a counting pattern eg. 2s on the hundreds chart.
Discuss the pattern that is made. Repeat for 3s, 4s, 5s, etc to 10s. Use a different colour for each
pattern.