The counting words in order, one number for each thing, and the last number tells how many. Counting on from any number, counting by tens to 100, and what to say after 29. Ten-frames, fingers and teen numbers as ten and some more. Two groups compared with more, fewer and the same, by lining them up or by counting. Study cards, hints, a practice quiz at three levels, and four workshop activities that check themselves.
Five things in a row. Touch each one and say a number out loud.
Same order. One number each. The last one tells you how many. Those three rules work on anything you can touch.
Two things people get wrong
⚠️People often think…
A group spread out across the table has more in it.
Spreading things out does not add any. Five pennies pushed apart and five pennies in a pile are both five. Bigger objects are not more either — count them.
Count it. Space and size do not change how many.
⚠️People often think…
14 is a 1 and a 4.
That 1 is a whole ten. 14 is ten and four more. It is also why 29 is followed by 30 and never by “twenty-ten” — when the ones reach 9, a new ten starts.
The left digit counts tens, not ones.
Touch, count, say the last one
1Watch one
Count four blocks.
Touch the first one: 1.
Keep going: 2, 3, 4.
Stop. What was the last number?
4. There are 4.
2Do one with me
There are six dots in a row.
Touch each dot and say one
The last number you say is
So how many dots are there?
💬One sentence, then you move on
How do you know how many there are without counting again?
3Try one
Five pennies are spread far apart. Five more are in a tight pile. Which group has more? Write “same” or which one.
I want a hint first
Count them both. Does moving something farther apart add another one?
Where this goes
Where this lives
Setting the table for the right number of people, checking you got all your things back, counting change.
What this feeds
Next unit is adding and subtracting within 20 — putting two counts together.
One card at a time — tap “Show me” to check yourself, then Next. Start at Foundation; when those feel easy, climb.
Helpful Hints
👆 Counting a group — the four steps
Put the things in a line → touch one thing and say one number → slide it to the side so it is not counted twice → when nothing is left, the LAST number you said is how many there are.
Line, touch, slide, last.
💡 The whole topic in one idea
Counting words always go in the same order, one word for each thing, and the last word tells how many. Everything else — counting on, comparing, ten-frames, teen numbers — is that one idea used in a new place.
Same order. One each. Last one tells.
⚠️ Traps the test loves
Counting a thing twice or skipping one. Touch each one and move it aside.
Saying the count right and then answering with a number from the middle. The LAST number is how many.
Thinking a spread-out group is more, or bigger things are more. Count them; size does not matter.
Starting at 1 again when you should count on. Hold the start number in your head and say the next one.
Saying “twenty-ten” after 29. When the ones reach 9, a new ten starts: 30.
Reading 14 as “1 and 4.” The 1 is a whole ten: 14 is ten and 4 more.
🔟 Ten-frames and teen numbers — the chart
Dots in the frame
Empty spots
Say it
5
5
one full row
7
3
7 needs 3 more to make ten
9
1
9 needs 1 more to make ten
10
0
a full frame — ten
10 and 3 more
—
thirteen — 13
10 and 7 more
—
seventeen — 17
🎯 How the test will ask
A picture of things — “How many?” Touch and count; the last number is the answer.
A number — “Circle that many.” Count out and STOP at the number.
Two groups — “Which has more? Which has fewer?” Line them up one to one, or count each and compare.
Two numbers — “Which is greater?” The one you say later when you count.
A missing number — “17, 18, __, 20.” Say the count out loud and listen for the gap.
A ten-frame — “How many dots? How many more to make ten?” Count the dots, then count the empty spots.
A start number — “Count on from 46.” Say 47, 48, 49, 50; do not start at 1.
✅ Before the test, can you…
Count to 100 by ones, and to 100 by tens?
Count a group of up to 20 things without missing one or counting one twice?
Say how many after you count, using the last number?
Count out a group when someone says a number, and stop there?
Tell which of two groups has more, fewer or the same?
Read a ten-frame and say how many more make ten?
Count on from any number, even across a ten like 39 to 40?
Pick your level
Look back at anything you missed — the hint that appeared is exactly what to reread tonight.
How sure did you feel?
Workshop
Work like a counter: put the teen numbers in order, sort groups by more and fewer, read a ten-frame, then build a bar graph of the fruit your class likes best. Every activity checks itself, and hints are free.
Your practice never leaves this device. There is no account and no sign-in. Your work is saved in this browser only, and you can erase it whenever you want.
Your practice record — saved on this device
This is your record of the module on screen — it stays here and goes nowhere. Independent means you got it right on the first tap; supported means you got it after the explain-and-retry, or marked ‘I had it’ on a revealed answer. Both count, and neither is a grade. If your teacher asks, copy the row or show them this screen.
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Supported
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Lab
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Traps met
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Explained in own words
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The answer key is for a teacher: it prints only from here, for the unit on screen. Print the study packet prints the study pages and a blank quiz — never the answers.