Numbers 1 to 20 in English
Tap a number to hear how it is said. Made for children aged 4 to 6 who are starting English, and for the parents and teachers sitting next to them.
Tap to hear
The tricky numbers
- Eleven and twelve have their own names. They do not follow "ten-one, ten-two", so they need extra practice.
- Thirteen to nineteen end in "-teen". Three becomes thir-teen and five becomes fif-teen (not "fiveteen"). Eighteen has only one t.
- Thirteen or thirty? In the "-teen" numbers the end is strong: thir-TEEN. In thirty the start is strong: THIR-ty. Clap on the strong part together.
- Say the last sound clearly: fiv(e), six (ks), seven, eigh(t). Children who speak Vietnamese at home often drop end sounds, and English needs them.
Practise at home in five minutes
- Count real things: stairs, spoons, toy cars. Touch each one as you say the number.
- Use fingers up to ten, then add a second pile of objects for eleven to twenty.
- Pick a "number of the day" and look for it on clocks, doors and buses.
Practise with Number Island
Number Island teaches 0 to 20 on four islands. A child meets a number, pops it, counts objects, picks the group with that many, then says it out loud. Yesterday's numbers come back for review. The first island, Toy Town (0 to 5), is free; full access opens the rest.
Free printable
A one-page A4 chart for "Numbers 1 to 20 in English". Print it for the fridge, the classroom wall or pointing practice. Free to share.
Questions
Why don't eleven and twelve sound like "ten-one" and "ten-two"?
They come from very old English words and kept their own names. From thirteen on, the "-teen" pattern starts. Practise eleven and twelve on their own until they feel easy.
How can my child hear the difference between thirteen and thirty?
Listen for the strong part. Thirteen is strong at the end (thir-TEEN); thirty is strong at the start (THIR-ty). Clapping on the strong part helps.
Does Number Island go past 20?
No. Number Island covers 0 to 20. Math Island then uses these numbers for number order, more and fewer, making five and ten, and first adding and taking away.
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