Number Concepts to 20
Numbers to 20 build directly on Kindergarten foundations. The key conceptual leap is base 10: 13 is not just a symbol but one group of ten and three more. Double ten-frames make this structure visible. Students who truly understand ten-and-some-more are equipped for place value, addition, and subtraction across the curriculum.
Ten and some more
Numbers 11-20 are the first encounter with base 10 structure. 14 is 10 and 4 more; 17 is 10 and 7 more. A double ten-frame makes this concrete: the left frame is always full (10) and the right frame shows the extra. Students who see 16 as one full frame and 6 have the foundation for column addition and place value.
Counting on and counting back
Counting on is the first major efficiency gain: instead of counting from 1, start from the larger number. 8+3 becomes counting 9, 10, 11. This strategy reduces errors and builds mental flexibility. The hundred chart supports both forward and backward counting and reveals skip-counting patterns.
First Peoples counting systems
First Peoples across BC use diverse, sophisticated counting systems. The Tsimshian base-10 system, Tlingit and Kaska counting books, and resources from Native Northwest publishers connect number concepts to place and culture. The BC curriculum specifically recommends these books as counting contexts.