From LKG counting to UKG addition

Counting aloud and counting objects are two different tasks. A child can recite “one, two, three, four, five” and still count a pencil twice. This five-session plan starts by pairing one number with one object, then uses the same objects to show what addition means.

Sessions 1 and 2. Count objects and keep the total

Set out five pencils. Ask the child to slide each pencil across the table and say one number as they move it. Then ask, “How many altogether?” The last number they said tells the total. Spread the same pencils out and count again to see whether the number changes.

For the next session, show a group of three objects and a group of five. Ask which group has more and check by pairing one object from each side. Use the LKG maths worksheet once the learner is comfortable counting the objects in front of them.

Session 3. Fill a ten frame

Draw a ten frame with two rows of five boxes. Place a pencil mark in each of seven boxes, filling the top row first. Ask how many boxes are still empty. Three empty boxes show that seven needs three more to make ten. Repeat with eight marks and ask the same question.

Sessions 4 and 5. Add by counting on

Show eight pencils, then put four more beside them. Start at eight and touch the four new pencils as you say nine, ten, eleven and twelve. Repeat with 9 + 3. If the learner says “nine” while touching the first new pencil, pause and ask what number comes after nine.

On the final day, read this problem aloud. “Riya has seven stickers. She gets six more. How many does she have now?” Let the child draw, count objects or count on. The answer is 13. Ask them to show how they kept track of the six new stickers before opening the UKG maths worksheet.

Repeat a session if the learner still needs help moving or counting each object once. The same plan works over five days or spread across more than a week.

When your child is ready for written practice, try the Class 1 number bonds to 10 worksheet.