Counting, reading and writing numbers 11-20 for Primary 1

Class: Primary One
Term: First Term
Week: 6
Age: 6 years
Duration: 45 minutes
Subject: Mathematics
Curriculum Theme: Number and Numeration
Focal competence: Identifying, reading and counting numbers 1 -99
Key competencies/values: Collaboration
Skills:

• Identifying and reading numbers 1–99
• Writing numbers 1–99

Previous Lesson: Ten as one group and place value of 10
Topic: Whole Numbers 1-99
Subject Matter: Counting, reading, writing numbers 11-20

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Count objects from 11 to 20 correctly.
• Read numbers from 11 to 20 when presented.
• Arrange number cards from 11 to 20 in the correct order.

Psychomotor Domain

• Write numbers from 11 to 20 clearly and accurately.
• Use counters to represent numbers 11-20.

Affective Domain

• Participate actively in counting and number recognition activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Primary 1 Mathematics textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Flash cards of numbers 11-20
• Counters (e.g., sticks, bottle tops, stones)
• Number cards (11-20)
• A number line (showing numbers up to 20)
• Bundles of ten sticks and single sticks

Rationale for the Lesson

This lesson is important because it builds on pupils’ existing knowledge of numbers 1-10, extending their understanding to numbers 11-20. Mastering these numbers is a fundamental step in developing strong numerical literacy, which is essential for more complex mathematical concepts in higher primary classes and everyday life.

Prerequisite/Previous Knowledge

Pupils can already count, read, and write numbers from 1 to 10.

Lesson Content/Board Summary

Counting, Reading, and Writing Numbers 11-20

Counting Numbers 11-20

Counting means saying numbers in order while touching or pointing to objects. We count from eleven to twenty like this:

1. Eleven (11)
2. Twelve (12)
3. Thirteen (13)
4. Fourteen (14)
5. Fifteen (15)
6. Sixteen (16)
7. Seventeen (17)
8. Eighteen (18)
9. Nineteen (19)
10. Twenty (20)

Reading Numbers 11-20

We read numbers by saying their names aloud:

1. 11 is read as “Eleven”
2. 12 is read as “Twelve”
3. 13 is read as “Thirteen”
4. 14 is read as “Fourteen”
5. 15 is read as “Fifteen”
6. 16 is read as “Sixteen”
7. 17 is read as “Seventeen”
8. 18 is read as “Eighteen”
9. 19 is read as “Nineteen”
10. 20 is read as “Twenty”

Writing Numbers 11-20

We write numbers using digits:

1. Eleven is written as 11
2. Twelve is written as 12
3. Thirteen is written as 13
4. Fourteen is written as 14
5. Fifteen is written as 15
6. Sixteen is written as 16
7. Seventeen is written as 17
8. Eighteen is written as 18
9. Nineteen is written as 19
10. Twenty is written as 20

Arranging Numbers 11-20

We can arrange numbers in order from smallest to biggest (ascending order) or biggest to smallest (descending order).

Ascending Order (Smallest to Biggest):

11, 12, 13, 14, 15, 16, 17, 18, 19, 20

Descending Order (Biggest to Smallest):

20, 19, 18, 17, 16, 15, 14, 13, 12, 11

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Individual Practice, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Review/Engagement

Teacher’s Activity: The teacher greets the pupils and quickly reviews counting, reading, and writing numbers 1-10 using flashcards and asking questions like, “What number is this?” and “How do we write seven?”.

Pupils’ Activity: Pupils respond to greetings and answer questions about numbers 1-10.

Learning Point: Numbers 1-10 recall

Step 2: Counting Numbers 11-15

Time: 8 minutes

Teaching Skill: Demonstration/Guided Counting

Teacher’s Activity: The teacher introduces numbers 11-15. Using counters (sticks, bottle tops), the teacher demonstrates counting 11 objects, then 12, up to 15. The teacher can use a bundle of ten sticks and add single sticks to show 11 (one ten and one unit), 12 (one ten and two units), etc. Pupils are guided to count along.

Pupils’ Activity: Pupils observe the teacher’s demonstration and count objects from 11 to 15 using their own counters or by pointing.

Learning Point: Counting 11-15 objects

Step 3: Reading Numbers 11-15

Time: 5 minutes

Teaching Skill: Visual Recognition/Reading

Teacher’s Activity: The teacher displays flashcards for numbers 11, 12, 13, 14, 15 one by one. The teacher says the number name clearly and asks pupils to repeat after them. The teacher then asks individual pupils to read the numbers.

Pupils’ Activity: Pupils repeat the number names after the teacher and read the numbers from the flashcards individually.

Learning Point: Reading numbers 11-15

Step 4: Writing Numbers 11-15

Time: 5 minutes

Teaching Skill: Modelling/Writing Practice

Teacher’s Activity: The teacher writes numbers 11, 12, 13, 14, 15 on the board clearly, explaining the formation of each digit. Pupils are asked to practice writing these numbers in their notebooks or on slates.

Pupils’ Activity: Pupils practice writing numbers 11-15 in their notebooks or on slates.

Learning Point: Writing numbers 11-15

Step 5: Counting, Reading, and Writing Numbers 16-20

Time: 8 minutes

Teaching Skill: Repetition/Extension

Teacher’s Activity: The teacher repeats the process from Steps 2, 3, and 4 for numbers 16, 17, 18, 19, and 20. Pupils use counters, read flashcards, and practice writing these numbers.

Pupils’ Activity: Pupils count objects, read flashcards, and write numbers 16-20.

Learning Point: Counting, reading, writing 16-20

Step 6: Arranging Numbers 11-20

Time: 5 minutes

Teaching Skill: Sequencing/Ordering

Teacher’s Activity: The teacher mixes up number cards for 11-20 and demonstrates how to arrange them in ascending order (smallest to biggest) on the number line or board. Pupils are then given mixed number cards in groups or individually to arrange.

Pupils’ Activity: Pupils arrange number cards 11-20 in the correct order.

Learning Point: Ordering numbers 11-20

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Count out 13 sticks for me.
2. What number comes after 17?
3. Write the number “fifteen” on your slate.
4. Arrange these numbers from smallest to biggest: 14, 11, 17, 12.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Numbers 11-20 understanding

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on counting, reading, and writing numbers 11-20 into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Notes on numbers 11-20

Step 9: Conclusion

Time: 1 minute

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises by reminding pupils that they have learned to count, read, write, and arrange numbers from 11 to 20, which is important for everyday counting.

Pupils’ Activity: Pupils listen and acknowledge the summary.

Learning Point: Importance of numbers 11-20

Continuous Assessment/Further Study

Type: Homework

Instruction: Complete the following tasks in your mathematics notebook.

1. Count and draw 16 balls.
2. Write the numbers from 11 to 20.
3. Read the following numbers aloud to an adult at home: 13, 18, 11, 20.
4. Fill in the missing numbers: 11, __, 13, __, 15, __, 17, __, 19, __.

Lesson Keywords

• Numbers – Symbols used for counting.
• Counting – Saying numbers in order.
• Reading – Saying the name of a written number.
• Writing – Forming the digits of a number.
• Eleven to Twenty – The sequence of numbers from 11 up to 20.

Differentiation

For struggling learners: Provide more one-on-one guidance with counters and flashcards. Focus on smaller groups of numbers (e.g., 11-15 first, then 16-20). Use larger, easier-to-handle counters.

For fast learners: Challenge them to count backwards from 20 to 11. Ask them to identify numbers that are greater or smaller than a given number within the 11-20 range. They can also try simple addition or subtraction problems using numbers up to 20.

Suggested Lesson Videos

Search on YouTube for: “Primary 1 counting numbers 11-20” or “Learn to count 11 to 20 for kids”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials like flashcards for 11-20, a number line, and sufficient counters are prepared and easily accessible. Begin by briefly reviewing numbers 1-10 to activate prior knowledge. Introduce numbers 11-20 sequentially, demonstrating counting with physical objects (like bundles of ten and single sticks), then moving to reading from flashcards, and finally writing on the board. Allow ample time for pupils to practice each skill individually and in groups. During guided practice, circulate to observe pupils’ work, providing immediate corrections and positive reinforcement. Ensure pupils understand the concept of tens and units when forming numbers like 11 (one ten and one unit). For the note-taking stage (Step 8), guide pupils to copy the Board Summary neatly into their notebooks. Conclude by reinforcing the main learning points and checking for overall understanding through a quick question-and-answer session. Pay close attention to common errors in writing digits or confusing similar-sounding numbers like “thirteen” and “thirty”.