Activities to support Forward and backward number word sequences

Zap zero

Arrange the students so that they are standing in a circle. Instruct them to count backwards from twenty down to zero. Have each student call out one number in the sequence. When the number sequence reaches zero, the student who says “zero” is zapped. He or she calls out “zero!” and sits down. Continue the activity with the students commencing the backward count from twenty again. This process continues until one student remains standing.

Variations

• The students count in a forward number word sequence to twenty. When the number sequence reaches twenty, the student who says “twenty” is zapped
• Students who are out remain in the circle and continue to say “zapped” whenever it is their turn. The following student continues the count from the number after the number that would have been said instead of “zapped”
• Have students work with a partner to show the amount for each number by using finger representations as the game is played once they are out
• Start at a different number such as 30

Maths tipping

Have the students stand in a space in the room. Ask individual students to say the number before, or after, a given number. The students must answer within a designated time, for example, five seconds. A correct response allows the student to take one step in any direction to attempt to touch another student on the shoulder. If tipped, the student must sit down. If a student states an incorrect answer to the question, he or she must also sit down. Continue the process until one student remains standing.

Variations

• When asking students to say the number before or after a given amount, show the students the starting number using large number word cards that have the numeral, word and a visual representation on each card so students can hear and see various representations
• Check student responses using a large number line displayed for the class to see

Bingo: The number before or after

Construct bingo cards for each student (BLM - Bingo). The teacher or students write numbers between 1 - 20 on their bingo card. Hold up a numeral card so that all students can see it (or flash a numeral using the interactive whiteboard). Begin with numerals in the range of two to eleven and then progress to numerals in the range of two to twenty-one. Have students check their bingo card, and if it contains a numeral which is one before the numeral displayed, tell them to cover the numeral with a counter. The winner is the first student to cover all of the numerals on his or her bingo card.

Variations

• Say the number words and have students identify the numeral before or after
• Identify the numeral after the one shown, two after or two before
• Extend the range of numbers
• Instead of numeral cards, show students numerals represented on ten or twenty frames (or beyond) before asking for the number before, after, two before, two after, etc

Floor walking

Draw a large number line, from one to twenty, on the floor or outside (teachers could also make a large number strip using a length of string with numerals attached). Direct a student to walk along the numberline to a nominated number greater than ten. Have the students count each step as he or she lands on a numeral.

Variations

• Have the students walk backwards, count backwards from a nominated number along the number line, matching one step for each number word said
• Display the number line as footprints on the ground. Have the students count as they step on each footprint
• Place numbered footprints in random order on the floor. Ask the students to find the correct path to step along to form a forward counting sequence or backward counting sequence
• The numeral line can be replicated on the playground by tracing around students’ footprints using chalk on the asphalt. Write a numeral on each foot outline
• Display a washing line made from nylon rope across the whiteboard or between two chairs. Collect old socks. Write numerals on the socks in the range of one to twenty. Have the students take turns to sequence the socks in the correct numerical order along the washing line
• Create footprints that use patterns to represent an amount (such as ten frames and twenty frames, finger patterns, dice patterns, etc.) and do similar learning activities as outlined above

Wearable numeral cards

Construct large numeral cards suitable for students to wear around their necks. The cards should display numerals in the range of eleven to twenty. Call out a number within the range. The students then line up in sequence behind the student wearing the numeral card which matches the number called. For example, if “twelve” is called, students with numeral cards thirteen to twenty line up. Count the number sequence aloud from the nominated number, forwards and backwards.

Variations

• Students step forward, bow, sit or perform an alternative action when their number is called, repeating the action to match the value of their number
• Have the students form a circle. Stand in the centre of the circle, hold a bean bag and call out a number corresponding to one of the numeral cards. As the number
  is called, throw the bean bag into the air. The student wearing the nominated numeral card runs into the centre of the circle and attempts to catch the beanbag. If successful he or she moves to the centre to become the next caller. This activity may be incorporated into daily fitness or physical education lessons
• Ask students to identify the number before or after the given number
• Ask every second student to say their number word, forwards and backwards to practise counting by twos

Teachers may like to print the numeral cards on two different colours of paper, one colour for odd and one colour for even. Odd and even numbers could be explored in follow up lessons. 

Numeral flip strip: perceptual

A flip strip is a hinged cardboard strip. The hinge, formed by tape or plastic spiral binding, joins two cardboard strips together. The top piece of cardboard is cut into vertical strips. Numerals are written on the bottom piece of cardboard so that, as each top strip is lifted, a numeral is revealed (alternatively, use the interactive whiteboard to make the numeral strip). The sequence of numerals used can be varied by replacing the numeral strip between the two cardboard pieces with another strip containing a different range of numerals.

Variations

• Uncover one numeral and ask students to identify the numeral
• Ask the students to:
  • State the numbers before and after the revealed numeral
  • State the number two or three after the revealed numeral
  • Explain their thinking
• Uncover all the numerals except for one. Ask the students to identify the hidden numeral, using language such as “between”, “counting sequence”, “before, “after”, etc. Ask students to justify their thinking by asking: “How do you know?”
• Ask the students to identify all the odd and all the even numbers along the number line and prove how they know a number is odd or even. The students could be asked to count by twos, starting from an odd or an even number