Basic Addition Facts, Part 2: Counting On

Basic Facts: Counting On

What Is Counting On in Addition?

In the first post of this series, we discussed the importance of building a foundational understanding of addition by working on combining or joining groups using physical objects and everyday situations. This approach helps children truly understand what addition means. Now, we’re ready to focus on the next step: counting on.

Counting On: A Key Addition Strategy

Once children have had plenty of hands-on experiences with addition, they’re ready for the next phase of learning: counting on. So, what is “counting on?” Instead of always needing to model or draw both numbers in addition problems (as we discussed in the previous post), we can teach children to take one of the numbers and mentally count up or on from it. 

How to Teach Counting On: Step-by-Step Guide

For example, let’s say we’re adding 4 and 3. Instead of starting from scratch by counting out both numbers, we teach kids to “hold” one number (say 4) in their heads or we can also have them hold up a hand to “hold” the number in their fist. Then, they count on from that number using the second number: “4… 5, 6, 7.” Four plus three equals seven!

Let’s try another example: 2 + 6. Your child might naturally start with 2 and count on from there— “2… 3, 4, 5, 6, 7, 8.” It’s not the most efficient method, but that’s okay at first. Give them some time to practice counting on. Eventually, if needed, you can gently guide them toward starting with the larger number to support efficiency. Consider asking questions such as, “Hmm I wonder what would happen if I put the 6 in my head (or on my fist) and then added on the 2?” This might help your child start to notice that it is more efficient to begin with the larger numbers. 

Kids need lots of opportunities to practice counting on so be sure to provide them with these opportunities whenever possible. Look for opportunities to add on to an existing group in daily activities such as when you’re getting books from the library, playing with small toys like cars or legos, eating a snack, or making art with stickers–the possibilities are endless! 

Questions for "Counting On" (Building Addition Fluency)

Asking questions is a great way to support your child in thinking more deeply and making long lasting connections. Below we have some questions you can ask your child when engaged in this work.

Guiding Counting On:

• “If you start with this number (e.g., 4), what comes next when we count up?”

• “How many more do we need to add to make [a specific number]?”

Choosing Starting Points:

• “Which number do you think is easier to start with? Why?”

• “What happens if we start with the bigger number instead of the smaller one? Can you try it?”

Encouraging Visualization:

• “Do you think you could draw a picture to show how you counted on?”

• “Can you imagine the numbers in your head and count on without using your fingers? What do you see?” (This comes after lots of experience modeling with fingers, objects, pictures)

  
  

What Comes After Counting On? Stay Tuned!

Counting on isn’t the end of the road. It’s just another step in helping your child master addition. In the next post in this series, we discuss numerical reasoning strategies which are a critical stage that often gets overlooked in traditional math instruction.

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