Counting: Forward, Backward, and in Steps

In Year 1, children consolidate counting to 20 and extend it to at least 100. They learn to count forwards and backwards from any number, count in steps of 2, 5 and 10, and identify one more and one less than a given number.

Counting in steps (skip counting) lays the groundwork for multiplication. When a child counts 2, 4, 6, 8, 10 they are learning the two times table without even realising it. Schools use hundred squares, number lines and songs to make counting patterns stick.

Children also practise counting objects accurately -- touching each item and saying the number aloud -- which develops one-to-one correspondence, a fundamental skill that underpins all later arithmetic.

Counting is the bedrock of all number work. A child who can confidently count forwards and backwards, spot patterns, and count in steps of 2, 5 and 10 has a huge advantage when they encounter addition, subtraction, multiplication and division.

Counting backwards is particularly important for subtraction and for understanding number sequences. Many children find counting back harder than counting forward, so extra practice here pays dividends.

1. 1

   Count everything -- stairs, steps to school, pieces of pasta on the plate.

2. 2

   Practise counting backwards from 20 (and later from 50 or 100) at bath time or while walking.

3. 3

   Sing counting songs: '10 green bottles', '5 little ducks', '1, 2, buckle my shoe'.

4. 4

   Use a hundred square poster and point to numbers as you count together.

5. 5

   Count in 2s by pairing socks, in 5s using hands, and in 10s using ten-pence coins.

6. 6

   Play 'What comes next?' -- say three numbers and ask your child to continue the pattern.