Learn to Count – Essential Guide to Teaching Numbers 1 to 20

Learning to count is one of the first and most important mathematical skills children develop. While it may seem straightforward to adults, counting involves several complex concepts that young learners must grasp step by step. This comprehensive guide explores effective approaches to teaching counting from 1-20, with practical strategies for parents and teachers supporting early mathematical development.

For many children, counting represents their first meaningful interaction with mathematics. It’s not merely about reciting numbers in sequence—it’s about developing a fundamental understanding of quantity, order, and the relationship between abstract symbols and concrete objects. This foundation supports all future mathematical learning, from simple addition to complex problem-solving.

Understanding Early Counting Skills

Counting isn’t just about reciting numbers in order. For children to truly understand counting, they need to develop several interconnected skills:

1. Number sequence – Learning the correct order of numbers
2. One-to-one correspondence – Matching one number to each object being counted
3. Cardinality – Understanding that the last number counted represents the total quantity
4. Conservation – Recognising that the number of objects stays the same regardless of arrangement
5. Subitising – Recognising small quantities without counting

“The foundations of mathematical thinking begin with these early counting skills,” explains Michelle Connolly, founder of LearningMole and former classroom teacher. “When children master these concepts through playful, hands-on activities, they build confidence that supports their entire mathematical journey.”

Each of these skills represents a cognitive milestone in children’s mathematical development. For example, one-to-one correspondence demonstrates a child’s ability to connect abstract number words with concrete objects—a crucial conceptual leap. Meanwhile, cardinality shows they understand that counting isn’t just a rhythmic chant but a process that determines “how many” items are present.

Children need repeated, varied experiences with counting to develop these interconnected skills. Through everyday interactions, structured activities, and playful exploration, they gradually build a robust understanding of numbers and their relationships.

When Do Children Learn to Count?

Children develop counting skills at different rates, but here’s a general timeline to help you understand what to expect:

Ages 1-2:

• Begin to recognise when items are added or taken away
• May say some number words, but not necessarily in order
• Start to understand the concept of “more”
• Engage with counting songs and rhymes, even if they don’t yet understand the numbers
• May attempt to hold up fingers when asked their age

Ages 2-3:

• Typically count up to 5, though often skipping numbers
• Begin to count objects, but may count the same item twice
• Start to recognise written numerals 1-3
• Show understanding of “one” and “two” when asked for specific quantities
• Use counting words in play, even if not always accurately
• Begin to understand the concept of “all gone” or “none”

Ages 3-4:

• Can usually count to 10 and sometimes beyond
• Begin to understand one-to-one correspondence
• Recognise and name written numerals 1-5
• Start to match small quantities with the correct numeral
• Compare groups to identify which has “more” or “fewer”
• May count backwards from 5 with support
• Begin to recognise patterns in counting (like counting by 2s)

Ages 4-5:

• Count reliably to 20
• Understand that the last number represents the total
• Recognise written numerals 1-10 or beyond
• Begin to understand concepts like “one more” or “one less”
• Start to use counting to solve simple problems
• Compare quantities using appropriate language
• May begin to count groups of 2 or 10
• Understand ordinal numbers (first, second, third)

It’s important to remember that these are general guidelines, not strict developmental rules. Children progress at their own pace, and development isn’t always linear. Some children may count to 20 by age 3, while others might take until age 5 to master counting to 10 confidently. What matters most is providing consistent, positive experiences with numbers and counting.

Teaching Counting Using Fingers and Toes

One of the most accessible ways for children to learn counting is by using their fingers and toes. This physical connection between numbers and body parts creates a natural counting tool that’s always available.

When teaching children to count on their fingers and toes, remember:

1. Start with fingers – The first 10 numbers (1-10) can be counted on fingers
2. Move to toes – The next 10 numbers (11-20) can be counted using toes
3. Consistency matters – Use the same counting pattern each time (e.g., left to right)
4. Verbal reinforcement – Say each number clearly as you touch the corresponding finger or toe
5. Visual monitoring – Watch how children count and gently correct if they skip numbers

This embodied approach to counting creates a physical memory of numbers that helps reinforce the abstract concept. Many children find it easier to visualise quantities when they can feel them on their own bodies. The tactile nature of finger counting also helps children who learn best through physical experiences.

Try counting games like “Show me five fingers” or “Can you show me how old you are on your fingers?” These simple activities help children connect number words with quantities in a physically meaningful way. For older children learning to count to 20, teaching them to start with all 10 fingers for “10” and then count up using their toes can make the transition to higher numbers more concrete.

Parents and teachers should observe how children count. Are they following the correct sequence? Do they lose track? Are they attaching one number word to each finger? This observation helps identify where additional support might be needed.

Beyond Fingers and Toes: Practical Counting Activities

While counting on fingers and toes is an excellent starting point, children benefit from diverse counting experiences. Providing varied opportunities to count different objects in different contexts helps deepen their understanding of number concepts.

Everyday Counting Opportunities

• Mealtime counting – Count food items like grapes, biscuits, or carrot sticks
• Stair counting – Count steps as you go up or down
• Getting dressed – Count buttons, socks, or other clothing items
• Bath time – Count toys, splashes, or bubbles
• Shopping trips – Count items as they go into the trolley
• Bedtime routines – Count the pages in a bedtime story
• Garden exploration – Count flowers, plants, trees, or insects spotted outdoors
• Transport spotting – Count red cars, lorries, or buses during journeys
• Household objects – Count spoons in the drawer, cushions on the sofa, or pictures on the wall

These everyday moments transform routine activities into valuable learning opportunities. They help children see that numbers and counting are relevant to their daily lives, not just abstract concepts taught in formal settings.

Playful Counting Activities

1. Counting jar – Fill a jar with interesting objects (buttons, shells, pebbles) to count
2. Number hunt – Hide numbers around the room and have children find them in order
3. Counting songs – Use songs like “Five Little Speckled Frogs” or “Ten in the Bed”
4. Dice games – Roll a dice and count the dots, then find that many objects
5. Hopscotch – Draw a traditional hopscotch grid and count as you jump
6. Counting books – Read stories that incorporate counting and numbers
7. Nature walks – Collect and count natural items like leaves, sticks, or stones
8. Sorting and counting – Sort objects by colour, size, or type, then count each group
9. Number fishing – Place number cards in a “pond” and “fish” them out in order
10. Action counting – Do a specific number of actions (jumps, claps, hops)

These activities make counting fun and engaging. By embedding counting in play-based experiences, children develop positive associations with numbers and mathematical thinking. The elements of discovery, movement, and sensory engagement maintain children’s interest while building important skills.

Creative Counting Games

Counting Towers

• Materials: Building blocks or stacking cups
• How to play: Roll a dice or select a number card, then build a tower with that many blocks
• Skills: One-to-one correspondence, numeral recognition
• Extension: For older children, create two towers and compare which has more or fewer blocks

Number Obstacle Course

• Materials: Number cards, household items for obstacles
• How to play: Create a simple obstacle course. Place number cards at each station indicating how many times to complete an action (e.g., 5 jumps, 3 hops)
• Skills: Counting with purpose, physical development
• Extension: Add simple addition by having two actions at each station (2 jumps + 3 hops)

Counting Charades

• Materials: Number cards 1-20
• How to play: Child selects a card and performs that many actions (claps, jumps, etc.) while others guess the number
• Skills: Counting accuracy, memory
• Extension: Use two cards to perform two different actions (e.g., 3 hops and 4 claps)

Bus Stop Counting

• Materials: Chairs arranged like a bus, small toys as passengers
• How to play: Children count passengers as they get on and off the bus at different stops
• Skills: Addition and subtraction concepts, counting on and back
• Extension: Create simple word problems (“Three teddies got on the bus, then two more joined at the next stop. How many teddies are on the bus now?”)

Counting Basket

• Materials: A basket, various countable items
• How to play: Child selects items to put in the basket, counting each one as it goes in
• Skills: Careful counting, one-to-one correspondence
• Extension: Remove items one by one, counting backwards

These structured games provide focused opportunities to practice specific counting skills. They can be adapted to different developmental levels and can incorporate additional mathematical concepts as children grow in confidence.

Making Maths Meaningful: From Counting to Operations

Counting forms the foundation for all mathematical operations. As children become confident counters, they can begin exploring more complex mathematical concepts.

The transition from counting to basic operations should be natural and play-based. Children who have mastered counting to 20 are ready to explore:

• Addition – “If you have 3 apples and I give you 2 more, let’s count how many you have altogether”
• Subtraction – “You have 5 crayons. If you give 2 to your friend, let’s count how many you have left”
• Simple division – “Let’s share these 6 biscuits equally between you and your sister. How many will each of you get?”
• Basic multiplication – “You have 3 bags with 2 sweets in each. Let’s count how many sweets altogether”

Using concrete objects is crucial when introducing these concepts. Children need to see, touch, and manipulate items to understand what these operations mean. For example, physically combining two groups of objects helps children understand addition, while removing objects from a group demonstrates subtraction.

Number stories or word problems embedded in familiar contexts help children see the relevance of these operations. “Three birds were sitting on a fence, and then two more joined them. How many birds altogether?” connects mathematics to scenarios children can visualise and understand.

As children develop confidence with these basic operations, they build a solid foundation for more advanced mathematical thinking. Their early experiences with counting set the stage for a lifetime of mathematical learning and problem-solving.

Common Counting Challenges and Solutions

Learning to count can present various challenges for young children. Understanding these common difficulties and knowing how to address them can make the learning process smoother and more enjoyable.

Challenge: Number Sequence Confusion

Signs:

• Skipping numbers consistently
• Always getting stuck at the same point
• Mixing up the order
• Confusing “teen” numbers (thirteen, fourteen, etc.)

Solutions:

• Use a visual number line that children can touch as they count
• Practice with counting songs and rhymes
• Focus on smaller sequences before expanding
• Create a number wall or display at the child’s eye level
• Practice counting forwards and backwards to reinforce sequence
• Use movement to reinforce counting (steps, jumps, hops)

Number sequence confusion is particularly common with “teen” numbers, which don’t follow the same linguistic pattern as other numbers. Extra practice with these numbers, perhaps using special “teen number” games or songs, can help children master this tricky sequence.

Challenge: One-to-One Correspondence Difficulties

Signs:

• Counting too quickly and pointing to objects out of sync
• Counting the same object multiple times
• Stopping counting before all objects are counted
• Saying numbers without pointing to objects

Solutions:

• Slow down the counting process
• Move objects into a line
• Teach children to touch or move each object as they count it
• Use a “counting finger” that only moves to the next object after saying each number
• Create physical spaces for objects to be placed during counting (e.g., marked spots)
• Model careful counting frequently

One-to-one correspondence is a crucial skill that takes practice to master. It requires coordination between verbal counting and physical tracking of objects. Some children benefit from physically moving objects into a “counted” pile to help them keep track.

Challenge: Difficulty Recognising Written Numerals

Signs:

• Can count verbally but cannot identify written numbers
• Confuses similar-looking numbers (like 6 and 9)
• Writes numbers backwards or incorrectly
• Struggles to match quantities with written numbers

Solutions:

• Use multisensory approaches (trace numbers in sand, form with playdough)
• Practice matching quantities to written numerals
• Create number stories and characters
• Use tactile numbers (sandpaper, raised foam)
• Practice writing numbers in various materials (paint, shaving foam, finger in rice)
• Point out numbers in the environment (house numbers, pages in books, etc.)

Learning to recognise written numerals connects the verbal skill of counting with the symbolic representation of numbers. Children need frequent exposure to numerals in meaningful contexts to make this connection.

Challenge: Inconsistent Counting

Signs:

• Gets different totals when counting the same set multiple times
• Loses track when counting larger quantities
• Becomes frustrated during counting activities
• Rushes through counting without accuracy

Solutions:

• Start with smaller quantities and gradually increase
• Create engaging counting games that motivate careful counting
• Use organisational strategies like grouping or lining up objects
• Incorporate physical movement to make counting more engaging
• Praise effort and accuracy rather than speed
• Model self-correction strategies (“Oops, I made a mistake. Let me count again.”)

Consistent counting requires concentration and systematic approach. Many children benefit from strategies that help them organise objects physically as they count, such as moving items from one container to another.

Supporting Different Learning Styles

Children learn in different ways, so it’s important to offer varied approaches to counting. By recognising and catering to different learning preferences, we can help all children develop strong counting skills.

Visual learners:

• Use colourful number cards
• Create pictorial number representations
• Use counting charts and number lines
• Provide visual patterns for counting (e.g., ten frames)
• Use illustrated counting books
• Create visual groupings of objects to count
• Use video resources that demonstrate counting visually

Visual learners benefit from seeing numbers and quantities represented in different ways. Bright, clear visuals help them make connections between number words, written numerals, and quantities. Colour-coding can be particularly helpful for recognising patterns in numbers.

Auditory learners:

• Emphasise counting songs and rhymes
• Use rhythm and clapping to reinforce number patterns
• Talk through counting activities
• Create verbal counting games and challenges
• Use call-and-response counting activities
• Encourage children to explain their counting aloud
• Record counting sequences for children to listen to

Auditory learners process information best through sound and spoken language. They benefit from hearing numbers in rhythmic patterns and musical contexts. These children often enjoy creating their own counting songs or chants.

Kinaesthetic learners:

• Encourage movement-based counting (jumps, hops, steps)
• Use manipulatives that can be touched and moved
• Try finger painting or writing numbers in sensory materials
• Create counting activities that involve whole-body movement
• Use textured or tactile number cards
• Incorporate counting into physical games and sports
• Use large movements to form number shapes

Kinaesthetic learners need to physically engage with counting concepts. They learn best when they can touch, move, and physically experience numbers. Active games that incorporate counting provide valuable learning opportunities for these children.

By offering diverse approaches to counting, we ensure that all children can engage with number concepts in ways that match their learning preferences. Most children benefit from a combination of visual, auditory, and kinaesthetic experiences, as these different approaches reinforce understanding through multiple pathways.

Creating a Number-Rich Environment

Children develop counting skills most effectively when they are immersed in environments that naturally promote numerical awareness. Both home and educational settings can be enriched with thoughtful number elements that encourage counting opportunities.

At Home

1. Number displays – Place number lines, charts, or friezes at child’s eye level
2. Counting collections – Create accessible containers of countable items (buttons, pebbles, bottle caps)
3. Number books and puzzles – Keep counting books and number puzzles readily available
4. Mathematical language – Use numerical vocabulary naturally throughout the day (“You’ve eaten three carrots”, “We need two more spoons”)
5. Clock and calendar routines – Point out numbers on clocks and calendars during daily routines
6. Measuring activities – Incorporate measuring in cooking and craft activities, counting scoops or centimetres
7. Number hunts – Encourage children to spot numbers in the environment (on doors, packaging, etc.)

Creating a home environment rich in numbers doesn’t require expensive resources. Everyday materials and natural conversations about quantities help children see counting as a normal, useful part of daily life.

In Educational Settings

1. Number-rich displays – Create interactive number walls and displays that children can manipulate and refer to
2. Maths area – Designate a specific space with counting resources, number games, and mathematical tools
3. Integrated approach – Incorporate counting into all areas of provision (counting blocks in construction, characters in storytelling, etc.)
4. Number routines – Build counting into daily routines like lining up, registration, or transitioning between activities
5. Outdoor numeracy – Create counting trails, number hunts, or measuring activities in outdoor spaces
6. Role-play opportunities – Include numerical elements in role-play areas (price lists in shops, telephones with numbers, etc.)
7. Visual timetables – Use numbered sequences to help children understand the order of daily activities

In educational settings, a balance between explicit teaching of counting skills and embedded opportunities for counting in play helps children develop comprehensive number sense. Well-designed environments provide multiple entry points for children at different stages of counting development.

The key to an effective number-rich environment is ensuring that numerical elements are meaningful and purposeful, not simply decorative. Numbers should be presented in contexts that help children understand their function and importance in everyday life.

Connecting to the UK Curriculum

For UK parents and educators, understanding how counting connects to the Early Years Foundation Stage (EYFS) and National Curriculum provides valuable context for supporting children’s mathematical development.

EYFS Framework (Reception)

Early Learning Goals for Mathematics include:

• Count reliably with numbers from 1 to 20
• Place numbers 1-20 in order
• Say which number is one more or one less than a given number
• Use quantities and objects to add and subtract two single-digit numbers
• Count on or back to find the answer
• Solve problems, including doubling, halving, and sharing

The EYFS emphasises learning through play and exploration, which aligns perfectly with the playful approaches to counting outlined in this guide. Activities should be hands-on, engaging, and relevant to children’s interests and experiences.

The framework recognises that mathematical understanding develops when children have opportunities to practise and extend their skills in a variety of contexts. This includes both adult-led activities and child-initiated play.

Key Stage 1 (Year 1)

Pupils should be taught to:

• Count to and across 100, forwards and backwards, beginning with 0 or 1, or from any given number
• Count, read and write numbers to 100 in numerals
• Count in multiples of twos, fives and tens
• Identify one more and one less than a given number
• Identify and represent numbers using objects and pictorial representations
• Use the language of equal to, more than, less than (fewer), most, least

In Year 1, counting extends beyond 20 and begins to incorporate more complex patterns and relationships. However, the foundation skills developed in early counting remain crucial. Children continue to benefit from concrete experiences with numbers, gradually moving towards more abstract representations.

Throughout the UK curriculum, there is recognition that secure counting skills underpin all mathematical learning. By ensuring children have mastered these fundamental concepts, we prepare them for success in more advanced mathematical work.

Digital Resources to Support Counting

While hands-on activities are essential, quality digital resources can supplement learning and provide additional opportunities for counting practice. When used thoughtfully, technology can enhance children’s engagement with numbers.

Counting Apps:

• Number frames and ten-frames digital manipulatives
• Interactive counting stories
• Simple number games that reinforce counting in order
• Apps that allow children to create and record their own counting
• Virtual manipulatives that can be moved and grouped on screen

When selecting apps, look for those that encourage active engagement rather than passive viewing. Quality apps prompt children to think, respond, and apply counting skills in meaningful contexts. They should provide appropriate feedback and adapt to different ability levels.

Video Resources: LearningMole offers educational videos specifically designed to teach counting skills through:

• Animated counting songs
• Visual counting demonstrations
• Interactive counting challenges
• Real-life counting scenarios
• Step-by-step numeral formation guidance

Here’s a simple counting video to enjoy with your child: https://www.youtube.com/watch?v=roMEZv1OObc

Video resources work best when adults watch alongside children, pausing to ask questions, reinforce concepts, and extend learning. After watching counting videos, provide opportunities for children to practise the skills demonstrated with concrete materials.

Online Games and Activities:

• Interactive number lines
• Counting collections with digital feedback
• Simple addition and subtraction scenarios
• Pattern completion activities
• Matching quantities to numerals

Digital resources should complement, not replace, hands-on counting experiences. They offer valuable opportunities for practice and reinforcement, particularly when physical resources might be limited or when providing additional support at home.

When to Seek Additional Support

Most children progress through counting milestones at their own pace. However, consider seeking advice if your child:

• Shows no interest in counting activities by age 4
• Cannot count to 5 by age 4
• Has mastered rote counting but cannot connect numbers to quantities by age 5
• Consistently skips or reverses numbers after extensive practice
• Becomes extremely frustrated or anxious during counting activities
• Shows understanding and then seems to forget concepts they previously mastered
• Has difficulty recognising small quantities (1-3) without counting
• Cannot tell which of two numbers is larger by age 5

Early intervention can make a significant difference in mathematical development. Speak with your child’s teacher or healthcare provider if you have concerns. They may suggest:

• Specific activities to target areas of difficulty
• Adaptations to make counting more accessible
• Assessment to identify any underlying issues
• Additional support strategies for home and school

Remember that seeking support early doesn’t mean there’s something “wrong” with your child—it simply ensures they receive appropriate guidance during this crucial developmental period.

Concluding Thoughts

Teaching children to count is about more than preparing them for school mathematics. It’s about helping them make sense of their world through numbers. By using fingers and toes as a starting point, then expanding to diverse, playful counting activities, you build a strong foundation for mathematical thinking.

Effective counting instruction balances explicit teaching with embedded learning opportunities. It recognises that children learn through play, exploration, and meaningful experiences with numbers. By creating number-rich environments and responding to children’s individual learning needs, we help them develop not just counting skills but positive attitudes towards mathematics.

Remember that each child’s journey with counting is unique. Celebrate small achievements, maintain a positive attitude toward mathematics, and most importantly, make counting a joyful part of everyday life. When children experience counting as relevant, engaging, and achievable, they develop confidence that supports all future mathematical learning.

For more resources on early mathematics, including printable activities and educational videos, explore LearningMole’s comprehensive collection of teaching materials designed to support both classroom and home learning.

Frequently Asked Questions