Numbers to 10
Lessons in this chapter
About Numbers to 10
Fun with Numbers is where counting actually starts, and it starts by comparing: knowing which group has more comes before knowing how many.
Identify Less, More, As Many comes first on purpose. A child can see that one row of apples is longer than another without counting either row, and that comparison is the foundation the number words get attached to. “As many” is the quiet one here, because it is the first version of equals a child ever meets.
Count, Read and Write up to 5 and Count Read and Write up to 10 then build the numbers themselves, in two steps rather than one. Counting out loud, recognizing the written digit and forming it by hand are three separate skills, and kids usually get them in that order.
Read and Write Numbers up to 10 in Words closes the chapter by adding the written word next to the digit, so a child can connect “7”, seven objects and the word seven as three versions of the same thing. That three-way link is what makes the next chapter, Numbers to 20, straightforward rather than a fresh start.
Each of the four lessons is a worksheet in the page, scored question by question. Identify Less, More, As Many does the comparing, Count, Read and Write up to 5 and Count Read and Write up to 10 build the numbers in two steps rather than one, and the last lesson adds the number words. All four are free to try, with no login needed for your first 3, so a child can repeat the counting ones as often as they want.
Frequently asked questions
Four lessons. Identify Less, More, As Many comes first, because comparing two groups is something a child can do before counting either one. Count, Read and Write up to 5 and then up to 10 build the numbers themselves, and Read and Write Numbers up to 10 in Words links the digit to the written word. This is the Common Core's Counting and Cardinality domain (K.CC).
Count, read and write the numbers to 10 reliably, write them as words, and compare two groups as less, more or as many. Numbers to 20 and Counting to 100 then extend the range.
Because kids can see which group is bigger before they can count either one. Less, more and as many give the number words something to describe, which makes counting feel like a tool rather than a recital.
Reciting the number names and counting a set are different skills. Counting a set means matching one number to each object and knowing the last one you said is the answer. The lessons here practice that matching directly.
That two groups have the same amount. It is the first form of equality kids meet, and it matters because later on they will need to see that 3 + 2 and 5 are “as many” as each other.
Because 1 to 5 is small enough to see at a glance, while 6 to 10 usually has to be counted. Splitting them lets kids get secure on the first set before the second one asks for more.