Start at the Number and Count On to Find the Next Three

Say the starting number together and tap it, then count on out loud while your child points. Use a finger on each number path. Check with the answer key.

Read the first number on each train and count on to write the next three in the cars. The directions on the page read: Read the number on the first car of each train. Then, count on and write the next three numbers in the cars. An answer key is included.

Yes, both. We made it for Kindergarten counting, and the page works the same whether it lands on a kitchen table or a center rotation. At home, most families go through it together and talk the answers out loud, and that talking is where most of the learning happens with count on. In class it runs well as independent work while you pull a small group. Print one copy or thirty, whichever the day needs.

Counting on means starting from a number you already know and counting up from there, instead of starting again at 1. If a ten frame shows 10, a child says 10 and then counts 11, 12, 13 for the extra strawberries.

Counting forward from a given number is part of K.CC.A.2. It is also the first step toward adding, since 5 and 3 more can be found by counting on 6, 7, 8.

Put 5 toys in a cup and say there are 5 inside. Add 2 more one at a time and have your child count on, 6, 7, without dumping out the cup. Then try the number train page.

Yes. All five count on sheets have an answer key.

Counting to 100 by ones and by tens is the Common Core standard K.CC.A.1, expected by the end of kindergarten. Most students reliably count to 20-30 by midyear, then use skip-counting by tens as a bridge to 100 in the spring.

One-to-one correspondence is touching or pointing to one object for each number word said aloud (CCSS K.CC.B.4), rather than reciting numbers separately from the objects being counted. It's the skill that turns counting from a memorized chant into an understanding of quantity, and it's usually the biggest gap between a child who can count and one who can't yet tell you how many.

Watch for accurate counting of a small group of objects (10-20) without skipping or double-counting, and whether they can write the numerals 0-20 to match. A child who recites numbers quickly but loses track when actually counting objects needs more one-to-one correspondence practice before moving on to bigger numbers.