Lambton Learning Hub Math ladder

Math · Rung 1 of 7

Counting and number sense.

Knowing what numbers mean: saying them in order, giving one number to each thing, and seeing how many at a glance.

Where this sits

  1. 1Counting and number senseYou are here
  2. 2AdditionNext
  3. 3Addition and subtraction
  4. 4Place value
  5. 5Adding, subtracting, multiplying
  6. 6All four operations
  7. 7Fractions, decimals, money

What this rung is

Counting looks like one skill but is really several: saying the number words in order, touching each thing exactly once, knowing that the last number said is how many there are, and seeing small amounts without counting at all. Comparing groups (more, fewer, the same) and matching written numerals to amounts finish the rung.

Everything here is done with real things: stairs, spoons, stones, snacks. Writing numerals neatly can come later; knowing what they mean comes first.

Ready to start when your child…

  • Says some number words in order, even if they mix up after 5 or so.
  • Will sit and handle small objects for a few minutes.
  • Shows interest in "how many" or in who has more.
  • Can sort things that match, by colour or shape.

This is the first rung. If your child already does everything on the "ready to move on" list below, go straight to Addition.

The six steps inside this rung

Each step builds on the one before. Most children spend weeks on some steps and days on others.

  1. Saying the numbers

    Say the counting words in order: songs, rhymes, counting stairs. To 10 first, then to 20.

    "1, 2, 3 … 10!"

  2. One for each

    Touch or move each thing once while saying one number. Moving things into a cup makes it easier.

    One button into the cup for each number

  3. The last number tells how many

    After counting, ask "so how many?" If they count again, say the answer with them.

    "1, 2, 3, 4, 5. Five cars."

  4. Seeing small amounts at a glance

    Knowing 1 to 5 without counting, from dice dots and fingers. Teachers call this subitizing.

    Four dots in a square is 4

  5. More, fewer, the same

    Compare two groups by lining them up one to one, then by counting.

    "You have 5, I have 3. Who has more?"

  6. Numerals and amounts

    Match the written numeral to a group of things. Read 0 to 10, then to 20.

    7 on a card, seven spoons beside it

Try it: touch and count

Your child taps each dot once and says its number out loud. The number stays on the dot, so nothing gets counted twice, and the last number they say is how many there are.

Activities

Stair counting

At home · Steps 1–2

You need: A staircase, or steps outside

Count each stair on the way up and again on the way down. Jump the last one and shout the number.

“Seven stairs! Let's count them going down.”

Tidy-up counting

At home · Steps 2–3

You need: Toys, a bin

Count toys into the bin one at a time, one number per toy. When the bin is full, ask how many went in.

“How many blocks went in the bin?”

Dice dots

At home · Step 4

You need: One die, or dot cards

Roll the die and call out the number without counting the dots. Start with 1 to 3, then all six.

“Don't count, just look. How many?”

Snack matching

At home · Step 5

You need: Two plates, crackers or grapes

Put a different number on each plate. Line them up side by side, one to one, to see which plate has extra.

“Line them up. Whose plate has extra?”

Counting walk

Outside · Steps 1–3

You need: A walk around the block

Pick one thing to count: red cars, dogs, mailboxes. Count out loud together until the corner.

“Let's count red cars until we reach the corner.”

Nature number hunt

Outside · Step 6

You need: Sidewalk chalk, a bag

Write 1 to 5 in chalk. Find one stick, two leaves, three stones and so on, and lay each set on its number.

“Can you find four pinecones for the 4?”

Number line-up

With a group · Steps 1 and 6

You need: Cards with 1 to 10 written on them

Give each child a card. Without talking, they line themselves up in order. Then count down the line together.

“Who comes after 6?”

Grab and guess

With a group · Steps 3–5

You need: A bowl of beans or pasta, a cup each

Each child grabs a handful, guesses how many, then counts. Line up two handfuls to see whose is bigger.

“You guessed 12. Let's count and see.”

Common snags

Skipping or double-counting things

Line things up in a row, or move each one to a new pile as it's counted.

Counting again when asked "how many?"

They haven't linked the last number to the amount yet. Say it with them: "Five. There are five."

Stuck at the teens ("eleventeen")

English teens are irregular. Count past 10 often, out loud, pointing at a written number line.

Counting fast but not carefully

Slow it down: one touch and one word together, like a drum beat.

Writing 6 and 9 or 3 and 7 backwards

Very common and usually outgrown. Recognizing numerals matters more than writing them at this stage.

Ready to move on when…

Tick them off as you see them. Saved on this device only.

Extras

  • From the library: Ten Black Dots by Donald Crews; Fish Eyes: A Book You Can Count On by Lois Ehlert.