EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
ESSENTIAL PRIOR, RELATED AND NEXT LEARNING
Identify students’ current levels of understanding using tracking data, and formative embedded or separate assessment for this concept, and for the essential prior learning.
Differentiate learning
by including the
segment of each
Teaching Plan that
children demonstrate
they are ready to
investigate.
Essential Related Learning
Essential Next Learning
Early Counting and Grouping 2 – Record numerals
Early Counting and Grouping 3 – Recognise numerals
Early Counting and Grouping 4 – Number before and after
Early Counting and Grouping 5 – Count items with one-to-one correspondence
Early Counting and Grouping 6 – A number always represents the same
amount
Early Counting and Grouping 7 – Counting
forwards is adding one each time and
counting backwards is taking away one
each time
Early Counting and Grouping 8 – Number
after is one more and number before is one
(less) fewer
Use assessment data to select the levels of this concept, or essential related concepts, and the segments of each explicit teaching plan, to teach.
TEACHING VIDEOS, EXPLICIT TEACHING PLAN, INVESTIGATION, REFLECTION, PROBLEM SOLVING
The videos and the explicit teaching plan are divided into the same segments of the concept.
TEACHING SEGMENT and VIDEO 1: Count forwards by ones, knowing and describing the forward sequence of numbers to at least 10, then 20, then 100.
Count backwards by ones, knowing and describing the backward sequence of numbers from at least 10, then 20, then 100.
VIEW the videos before teaching, to develop YOUR understanding and metalanguage, then teach the concept using YOUR understanding and metalanguage and the Explicit
Teaching PowerPoint, and/or SHOW the video to the whole class / groups of children / individual children, pausing regularly to allow children to ask and answer questions, to
develop THEIR understanding and metalanguage.
Children in their first year of school develop deep understanding by investigating mathematical concepts informally before using symbols in Year 1.
These number concepts can be found in ‘Early Counting and Grouping’.
Check out the Professional Learning Videos and Resources for further information!
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
1
EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
EARLY COUNTING AND GROUPING 1_OVERVIEW OF TEACHING PLAN
(Kindergarten/Prep/Reception) ACMNA001, NSW MAe-4NA
Children in their first year of school develop deep understanding by investigating mathematical concepts informally before using symbols in Year 1.
These number concepts can be found in ‘Early Counting and Grouping’.
Count forwards by ones, knowing and describing the forward sequence of numbers to at least 10, then 20, then 100.
Count backwards by ones, knowing and describing the backward sequence of numbers from at least 10, then 20, then 100.
THIS IS A SUMMARY OF THE EXPLICIT TEACHING PLAN, DESCRIBING THE SEQUENCE WHICH WILL OCCUR OVER MULTIPLE LESSONS. THE COMPLETE EXPLICIT TEACHING PLAN STARTS ON PAGE 3.
Count backwards
numbers to at least 10.
Children:by ones, knowing and describing the backward sequence ofChildren:
Count
forwards
and
backwards
by ones.

count forwards and backwards by ones to at least 10, then 20,
then 100

explain they are saying the same numbers when they count
forwards and backwards

explain the numbers are always in the same order

sing songs involving counting forwards and backwards by 1s

listen to stories about counting forwards and backwards counting
by 1s
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach

Ask questions about counting by 1s, for example,

How do we count forwards?

How do we count backwards?

Do we say the same numbers when we count
forwards and backwards?

Are the numbers always in the same order?
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
2
EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
EARLY COUNTING AND GROUPING 1_EXPLICIT TEACHING PLAN
(Kindergarten/Prep/Reception) ACMNA001, NSW MAe-4NA
FULL EXPLICIT TEACHING PLAN, EMBEDDING THE INVESTIGATIONS, REFLECTIONS AND PROBLEMS THAT MAY BE USED TO DEVELOP DEEP UNDERSTANDING OVER MULTIPLE LESSONS.
Resources: books, songs and poems featuring the forward number sequence to at least 10, then 20, then 100
What could we do?
Focuses
children’s
Children think about, talk and listen to a friend about, then have
thoughts on the the opportunity to share what they already know.
concept, exposing
current
understanding and
any
misconceptions.
What language could we use to explain and ask questions?
►
Today we’re going to investigate counting forwards and
backwards by ones.
►
What do you already know about counting forwards and
backwards by 1s?
►
Talk to a friend about counting forwards and backwards by
1s.
►
Is anybody ready to share what they are thinking about
counting forwards and backwards by 1s?
Introduces
the forward and
backward
sequences of
numbers.
As children count to 10, record the numbers on the board, for
example, 1 2 3 4 5 6 7 8 9 10
 Let’s count forwards from one to ten – 1, 2, 3, 4, 5, 6, 7, 8, 9,
As children count backwards, point to each number
 Let’s count backwards from 10 – 10, 9, 8, 7, 6, 5, 4, 3, 2, 1, 0
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
10
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
3
EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
Introduces
we are saying the
same numbers
when we count
forwards and
backwards.
Point to each number as children count forwards.
 Did we say the same numbers when we counted backwards
as when we counted forwards? Let’s investigate!
Point to each number as children count forwards.
 Let’s count forwards again from one to ten – 1, 2, 3, 4, 5, 6,
7, 8, 9, 10
 Now let’s count backwards from 10 – 10, 9, 8, 7, 6, 5, 4, 3, 2,
1, 0
 Did we say the same numbers when we counted backwards
as when we counted forwards?
 Did we just say them backwards?
Introduces
 When we count forwards, what do we say?
we say numbers
when we count.
 Do we say numbers when we count forwards?
 When we count backwards, what do we say?
 Do we say numbers when we count backwards?
 What are these symbols I've recorded here?
Introduces
 Are these symbols, numbers?
we have symbols
for numbers.
 Could we start counting forwards from 3? Let’s try! 3, 4, 5, 6,
Introduces
7
 Could we start counting backwards from 7? Let’s try! 7, 6, 5,
4, 3, 2, …
counting forwards
and backwards
from different
numbers.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
4
EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
Introduces
 I know a poem that involves counting forwards.
poems, songs and
books involving
the forward and
backward
counting
sequences.
 Let’s say it together!
 1 2 3 4 5, Once I caught a fish alive, 6 7 8 9 10, Then I threw
it back again! Why did you let it go? Because it bit my finger
so! Which finger did it bite? Here this small one on the right!
 I know a poem that involves counting forwards and
backwards.
10 Little Indians (Witches) is available on YouTube.
 Let’s say it together!
 1 little, 2 little, 3 little Indians, 4 little, 5 little, 6 little Indians,
7 little, 8 little, 9 little Indians, 10 little Indian boys. 10 little,
9 little, 8 little Indians, 7 little, 6 little, 5 little Indians, 4 little,
3 little, 2 little Indians, 1 little Indian boy.
 I know another poem that involves counting forwards.
You could read the book, 1, 2, Buckle My Shoe by, Anna
Grossnickle Hines.
1, 2 Buckle my Shoe is available on YouTube.
 Let’s say it together!
 1 2 buckle my shoe, 3 4 shut the door, 5 6 pick up sticks,
7 8 lay them straight, 9 10 a big fat hen
 I know another song that involves counting backwards.
5 Little Ducks is available on YouTube.
 Let’s sing it together!
5 little ducks went out one day, over the hill and far away.
Mother duck said ‘quack, quack, come back’ but only 4 little
ducks came back.
 4 little ducks went out one day, over the hill and far away.
Mother duck said ‘quack, quack, come back’ but only 3 little
ducks came back.etc.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
5
EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
10 Little Monkeys is available on YouTube.
 I know another poem that involves counting backwards.
 Let’s say it together!
10 little monkeys jumping on the bed. One fell off and
bumped his head. Mummy called the doctor and the doctor
said, ‘No more monkeys jumping on the bed!’
9 little monkeys jumping on the bed. One fell off and
bumped his head. Mummy called the doctor and the doctor
said, ‘No more monkeys jumping on the bed!’
8 little monkeys jumping on the bed. One fell off and
bumped his head. Mummy called the doctor and the doctor
said, ‘No more monkeys jumping on the bed!’ etc.
This Old Man is available on YouTube.
 I know a song that involves counting forwards.
 Let’s sing it together!
 This old man, he played 1, he played nick-nack on my drum,
with a nick-nack paddy whack, give the dog a bone, this old
man came rolling home!
This old man, he played 2, he played nick-nack on my shoe,
with a nick-nack paddy whack, give the dog a bone, this old
man came rolling home!
This old man, he played 3, he played nick-nack on my knee,
with a nick-nack paddy whack, give the dog a bone, this old
man came rolling home!
This old man, he played 4, he played nick-nack on my door,
with a nick-nack paddy whack, give the dog a bone, this old
man came rolling home!
This old man, he played 5, he played nick-nack on my hive,
with a nick-nack paddy whack, give the dog a bone, this old
man came rolling home!
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
6
EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
 I know a song that involves counting forwards and
backwards.
 Let’s sing it together!
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. 10, 9, 8, 7, 6, 5, 4, 3, 2, 1.
Mary the milkmaid was milking a cow. The trouble with
Mary, she didn’t know how. Along came the farmer and gave
her the sack. So she turned the cow over and poured the
milk back!
5 Little Speckled Frogs is available on YouTube.
 I know another song that involves counting backwards.
 Let’s sing it together!
5 little speckled frogs, sat on a great big log, eating some
most delicious bugs, yum, yum! One jumped into the pool,
where it was nice and cool, now there are 4 speckled frogs.’
4 little speckled frogs, sat on a great big log, eating some
most delicious bugs, yum, yum! One jumped into the pool,
where it was nice and cool, now there are 3 speckled frogs.
etc
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
7
EARLY COUNTING AND GROUPING 1 – TEACHING COUNTING FORWARDS AND BACKWARDS
Introduces
the investigation,
reflection and
problem solving
related to this
segment of the
concept.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
8