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One More Each Time

CONCEPTUAL
Mathematics›Counting & Cardinality|Ages 4—6|ID: mt_sYpKWbq5ra

Each successive counting number represents a quantity that is one larger than the previous number

Mastery Evidence

  • Given a set of 5, know that adding one object makes 6
  • Explain that 8 is one more than 7
  • Given a number, identify one more and one less

Assessment Prompt

“If [child] has 5 stickers and you give them one more, do they know immediately there are now 6 — without needing to count all of them again from one?”

Curriculum Standards2 alignments

K.CC.4.cCommon Core State Standards for Mathematics
Successive Numbers Increase Quantity

Understand that each successive number name refers to a quantity that is one larger.

Counting and Cardinality
Maths/Y1/NPV/3The national curriculum in England
Identify one more and one less

Given a number, identify one more and one less.

Mathematics · Key Stage 1

Prerequisites1

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  • How Many in Total? hard

    Understanding 'one more/one less' requires understanding that each number represents a quantity (cardinality)

    • One-to-one counting hard

      Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'

Unlocks3