1. Finger Counting
Children start counting things at a very young age. It is natural for children to count on their fingers. The method presented here
uses the fingers to focus on number configurations to maximize number sense. Children develop number sense, an understanding
of number configurations and their value, in the beginning of the development of mathematical thinking. They see a group of three
as three, without counting, for example. Gradually any small configuration is automatically perceived as the number that it is.
The method of number counting presented here is meant to start with the left thumb. Counting and reading in English go from left
to right, so it is a good idea to use a left to right direction in activities promoting math and reading. I start with my own right
thumb so that you can mirror my movements, starting with your left. For the number three in the US, children often try to hold
down their little finger with their thumb. They do not do this easily and, therefore, I have altered that. A child can easily see that
when they make 3 with their thumb, forefinger and second finger they are keeping their ring finger and little finger bent. A child can
learn that if you are showing 3 this way, 2 more fingers up will give you 5. By the same token, children will see that 7 is shown with
the 5 fingers on the left and the thumb and forefinger on the right, and that 5 + 2 = 7. They will also see that when they show
7 this way, there are 3 fingers left before they show all 10.

2. One
Use your right hand if your child is mirroring you,
using his/her left. If you are both facing the same
Two
Use the thumb and forefinger.
direction, start with your left to highlight left to
right directionality.

3. Three Four
Use the thumb, forefinger and second finger. This is Hold up the four fingers. This means that the
more easily coordinated than holding the little thumb crosses over the palm and the little
finger down with the thumb. The 2 bent fingers are finger and ring finger extend. Changing from 3
together, so a child can see that 3 + 2 = 5. to 4 may take a little bit of practice.

4. Five Six
Six uses the five on the left (I am showing mirror
Five is easy, and important. image) and the thumb of the right hand. Children
learn that 5 + 1 = 6 from this configuration.

5. Seven Eight
Seven uses the five fingers of the left Eight uses the 5 of the left hand and the thumb,
hand, with the thumb and forefinger on forefinger and second finger of the right. The
the right. Children learn that 5 + 2 = 7 sequence of 6, 7 and 8 also reinforce left to right
in this configuration. directionality. Children learn that 5 + 3 = 8 from
this configuration.

6. Nine Ten
Nine uses the five on the left and the four fingers of the Five on the left + five on the right = 10. Children
right. Children learn that 5 + 4 = 9 from this learn 5 + 5 = 10. It is one of the first addition facts
configuration. learned, for good reason.
Notes
It is important to keep in mind that children count on their fingers or use other counters while they
are learning the addition and subtraction facts to 10. When they recall the fact faster than it takes to
count to get the result, they have “automaticity”. It is a good idea to work towards automaticity with
the facts up to 10 during the first and second grade year. Children who learn automaticity with the
basic facts have more confidence and positive feelings with math. Children also should rehearse the
subtraction facts when they are familiar with the addition. Often children develop a negative stance on
subtraction, when they need simply to remember the addition fact they have memorized and turn it
around. Parents can help them during finger counting activities by asking their child to “take away” one
hand or the other and see how many are left.
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