I Can Count to 20 (and Back)

Content Name

I Can Count to 20 (and Back)

Content Type

Partner Content

Description

I Can Count to 20 (and Back) does what it says on the tin! In the video children count to 20 and then back from 20 to zero with increasing speed. It's another fun-filled counting challenge.

Curricula

• Country

  England

  Key Stage:

  EYFS, Key Stage 1

  Years:

  Age 3-4, Reception, Year 1

  Subjects:

  • Mathematics

  Topics:

  • ELG: Number
  • Number - number and place value

  Programmes of Study:

  • Have a deep understanding of number to 10, including the composition of each number
  • identify and represent numbers using objects and pictorial representations including the number line, and use the language of: equal to, more than, less than (fewer), most, least
  • given a number, identify 1 more and 1 less

• Country

  Northern Ireland

  Key Stage:

  Foundation Stage

  Years:

  P2, P1

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • Counting and Number Recognition
  • Understanding Number

  Programmes of Study:

  • Count forwards and backwards in steps of one within 5/10, from different starting points.
  • Count in the form and context of number rhymes, jingles and stories.
  • When appropriate, extend counting in ones and recognition of numbers beyond 10.
  • Count a range of objects.

• Country

  Scotland

  Level:

  Early

  Years:

  Age 3-4, P1

  Subjects:

  • Numeracy and Maths

  Topics:

  • Number, Money and Measure

  Programmes of Study:

  • I have explored numbers, understanding that they represent quantities and I can use them to count, create sequences and describe order.

• Country

  Wales

  Step:

  PS 1

  Years:

  Nursery, Reception

  Subjects:

  • Mathematics and Numeracy

  Topics:

  • The number system is used to represent and compare relationships between numbers and quantities.

  Programmes of Study:

  • I can use my experience of the counting sequence of numbers and of one-to-one correspondence to count sets reliably. I can count objects that I can touch, and ones that I cannot.
  • I have experienced the counting sequence of numbers in different ways, reciting forwards and backwards, and starting at different points.

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