A number tells us how many things there are. Counting objects helps children connect a spoken number to an amount. Begin with pencils, seeds or buttons, and move each object once as you count. These short activities support early mathematics before longer written calculations.
Tens and ones
Ten ones make one ten. In 34, the digit 3 represents three tens, or 30, and the digit 4 represents four ones. Write this as 34 = 30 + 4. A digit gets its value from its position, not just its shape.
Compare two two-digit numbers by looking at the tens first. If the tens are equal, compare the ones. For example, 42 is greater than 38 because four tens are more than three tens.
- 0 means no objects in a group.
- The number after 49 is 50: nine ones and one more make another ten.
Joining and taking away
Addition combines amounts. Subtraction finds what remains or how much two amounts differ. A number line can help: move right to add and left to subtract. Let the child explain each move aloud before writing a symbol.
- Adding zero leaves a number unchanged.
- Check a subtraction by adding the answer to the amount taken away.
Put it into practice
A worked example
There are 12 pencils. Four more are added. How many are there now?
- Start at 12 and count four steps: 13, 14, 15, 16.
- You can also split 12 into 10 + 2, then calculate 10 + 2 + 4.
Answer: 16 pencils. Check: 16 − 4 = 12.
Try it yourself
Have a go before revealing the answer.
What is the value of 5 in 57?
Show answer
50, because 5 is in the tens place.
Answer: 50, because 5 is in the tens place.
Calculate 18 − 6.
Show answer
12. Check: 12 + 6 = 18.
Answer: 12. Check: 12 + 6 = 18.
Watch out for these
- Count each object once; touching it while counting can help.
- Do not reverse tens and ones: 24 and 42 represent different amounts.
Continue with official resources
Match these concept notes to your current textbook and syllabus. They are independent explanations, not official board publications.
