# Helping Your Child with Numeracy

It is critical for success in mathematics that students understand how numbers work and can count
fluently in many different ways. They also need to see that numbers are related to each other through
operations (addition, subtraction, multiplication and division) as well as have a working knowledge of
how our base 10 number system works.

The following are skills related to Early Numeracy. Students should have these skills mastered by the
end of 2nd Grade in order to be ready to the more challenging work of the upper elementary curriculum.

Kindergarten Numeracy Skills

Forward Counting to 120, Counting Forward by 1s
Say, “I am going to give you a number and I want you to start counting forward until I tell you to
stop.”

Backward Counting from 120, Backward Counting by 1s
Say, “I am going to give you a number and I want you to start counting backwards until I tell you
to stop.”

Tracking Counts Forward, Counting On
Say, I am going to give you a number and I am going to ask you to do some counting on from
that number.”

Tracking Counts Backward, Counting Back
Say, “I am going to give you a number and I am going to ask you to do some counting back from
that number.”

Counting by 10’s
Say, “Now we are going to county by 10’s. I am going to ask you to count by 10’s starting and
stopping at different numbers.”

Part/Whole Problem Solving
These are short word problems related to using math in everyday life. Make problems up
around what you are doing at the time. These problems should use numbers 20 or less.

Part/Whole Missing Numbers
These are simple math problems using numbers 20 or less. Cover up numbers in all parts of the
problem. Students should be able to solve these kinds of problems using mental math.

Part/Whole Partitioning a Number
Begin with a number 20 or less. Write all the ways to use ONLY 2 numbers to add to the total.

Numeral Identification to 120
Say, “I will point to some numbers. Tell me what number it is as quickly as you can.”

Numeral Identification to 1,000 or More (Up to Six Digits)
Say, “I will point to some numbers. Tell me what number it is as quickly as you can.”

Place Value Identification
Say, “I am going to ask you some questions about the number ____ ____ ____.” Say the place
values of the digits in different orders, asking the student to name the digit in each place value.

Mixed Counting 10s and 1s
Say, “I want you to count by tens and ones. For example, if we were going to count to 23, it
would be done like this; 10, 20, 21, 22, 23.”

Mixed Counting 100’s, 10’s, and 1’s
Say, “I want you to count by hundreds, tens, and ones. For example, if we were going to count
to 232, it would be done like this; 100, 200, 210, 220, 230, 231, 232.”

Mental Math and Place Value: Adding Base 10
Say, “I am going to ask you some questions about the number _____.”
What is 10 more than ______?
What is 10 less than _______?
What is 30 more than ______?
What is 20 less than ______?
What is 100 more than ______?

Mental Math and Place Value: Adding From a 10
Say, “If I have 10 and get ______ more, how many do I have?”
If I have _______ (multiple of ten) and get _____ (multiple of 1) more, how many do I have?
If I have _______ (multiple of 100) and get _____ (number under 100) more, how many do I
have?