Students use counting on to add 1, 2, or 3 to a given number (e.g., 8 + 2 → start at 8, say 9, 10). They learn to start from the larger addend and count up.
Real questions from this skill, graded here. No account, and nothing is saved.
Grade 1 · Counting, Fluency, and Fact Strategies · question 1 of 3
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12 rungs. A star at the top.
K = ___
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Count on to add 1, 2, or 3.
Start at the larger addend.
7 + 3: start at 7 and count on 3: 8, 9, 10. 10 − 3: start at 10 and count back 3: 9, 8, 7.
Starting at 7 saves you counting all the way up from 1 again.
Each hop is 1 more, so 3 hops from 7 land on 10.
To take away, start at the big number and count back instead.
Start at the big number. Count on to add, count back to take away.
Saying 7 as the first count, and landing on 9.
7 is where you start. The first hop says 8: 8, 9, 10.
3 + 2 = ___ — 5. Start at 3. Count on 2: 4, 5.
Let's add eight plus two. We can count on to find the answer.
First, find the bigger number. Eight is bigger than two, so we start there.
Put a dot on eight on our number line.
We need to add two, so we'll take two little hops forward.
Hop one — nine!
Hop two — ten!
Eight plus two is ten. Counting on works!
While they climb, your page writes one true line to ask about tonight, and a short note each Sunday.
A chessboard has 64 squares — share them out between the 8 rows and each row holds exactly 8.
An example student.
Maya earned 2 stars this week — Interpret multiplication as equal groups, which took 6 answers over 3 days before its star landed 3 days ago and Multiply by 6, 7, 8 and 9. Next up: Divide within 100.
An example week.
14 days of every skill, practice packets, Fluency sheets and up to four students. No card.