Patterns & Numbers to 20 (EYFS)

Inside Patterns & Numbers to 20 (EYFS)

counting out loud past 10 towards 20, teen numbers as 10 and some more, repeating patterns like red-blue-red-blue and clap-stamp, what comes next, and pairing things up to spot odds and evens. Use your fingers, toys and buttons. About 20 gentle minutes with a grown-up.

Learning objectives

• count verbally beyond 10, carrying the counting song on towards 20;
• see teen numbers as "10 and some more" — 13 is 10 and 3, 15 is 10 and 5;
• continue repeating patterns like red-blue-red-blue and clap-stamp, and say what comes next;
• make their own repeating patterns with toys, colours and body actions;
• explore odds and evens by pairing objects and spotting when one is left over.

Activities in this book

1. Play 1 — What Comes Next?

   say the pattern out loud with a grown-up — 'red, blue, red, blue…' — and your voice will tell you what comes next. You can clap and stamp it too!

2. Play 2 — Counting to 20 & Teen Numbers

   count out loud together — 'eleven, twelve, thirteen…' — and remember that a teen number is just 10 and some more. Ten fingers plus a few toys shows it beautifully!

3. Play 3 — Pair It Up: Odds & Evens

   line the toys up in twos like little dancing partners. If everyone has a partner, the number is even. If one is left on its own, it is odd!

4. Play 4 — Make Your Own Pattern

   start tiny — just two things repeating, like spoon-fork-spoon-fork. Say it out loud as you build it, then ask a grown-up to guess what comes next!

5. Play 5 — Patterns & Numbers at Home

   stairs, socks, snacks and stripy jumpers are full of patterns and numbers. Count and spot together on the way to school — there is no wrong answer here.

Suggestions for teaching

• Say patterns out loud. The rhythm of "red, blue, red, blue" tells children what comes next before they can explain why.
• Count everywhere. Stairs, peas and toy bricks stretch verbal counting past 10 — keep going even when the child echoes you.
• Teen numbers. Show ten fingers plus a few toys so children see 13 as a full ten and 3 more, not a brand-new word.
• Pairs for odds and evens. Line toys up in twos like dance partners; an odd number always leaves one without a partner.
• Let them lead. A child who invents a pattern, then challenges you to continue it, understands patterns deeply.