Overview:

In this strategy, students take 'Counting On' to the next level. 'Counting on From the Larger Number' means that you start with the largest number in an equation, and then count on from there. For example, to add 5+3, students start with "5" in their head, and then count up 3 more, "6, 7, 8."  The counting on strategies work best when used for adding 1, 2, 3, or 4 to a larger number. If students try to count on numbers higher than 4, it can get confusing, and mistakes happen. Counting on is an effective beginning addition strategy. Once students learn other, more efficient strategies, they will begin using counting on in a more sophisticated way. For example, they will count on jumps of ten instead of jumps of one. Or, counting on may be used with remaining addends after splitting and combining larger numbers.

Supporting Students to Count on From the Larger Number:

When students Count On From the Larger Number, they know that the larger number represents a whole set. Students no longer need to directly model the problem, instead use their fingers as a way to keep track of a count. Being able to start at the larger number demonstrates the understanding of the commutative property of addition where a pair of numbers can be switched around to reduce the amount of counting required, without changing the result, for example, 5+7=7+5. Continued opportunity to practice this strategy with reminders, if necessary, will help strengthen this skill.

Where to Next?

Once students are confident with 'Counting On From the Larger Number', they can be encouraged to move toward more efficient strategies such as 'Using a Known Fact', and 'Using the Five- or Ten-Anchor'.

Games & Activities to Support Counting on From the Larger Number:

Looking to learn more? Check out the recorded session!