For young children, addition is “putting together” or “one more coming”, and subtraction is “taking away” or “some leaving”. They can solve these little problems with toys well before they meet the + and − signs.
Everyday moments are full of them: biscuits being eaten, people arriving, toys being shared. Talking through what happens is the beginning of maths thinking.
What the guidance says
Development Matters describes three- and four-year-olds solving real-world mathematical problems with numbers up to five.
In Reception it lists understanding “one more than or one less than”, exploring the composition of numbers to 10, and automatically recalling number bonds for numbers 0 to 5 and some to 10.
How it usually develops
Children often begin by counting everything: three toys, two toys, then count all five from one. Later they start from the bigger number and count on: “three… four, five”. Taking away often starts with removing objects and counting what’s left.
The Education Endowment Foundation’s early maths guidance recommends objects, pictures and fingers to help children explore ideas like these, and encourages talking about what they see. Fingers are not cheating; they’re a natural tool.
Activities to try
- Story sums: “Two teddies are having a picnic. One more comes. How many now?” Act it out.
- Hide and reveal: put five buttons down, hide some under a cup. How many are hiding?
- Biscuit maths: three biscuits, you eat one. How many left? (Real snacks help.)
- Bus stop: toy passengers get on and off a box bus. Count who is aboard each stop.
- Two-handed fives: show five fingers in different ways: four and one, three and two.
Keep the pressure low
Follow your child’s pace and keep numbers small at first. If they count all from one, that is fine; counting on comes with time. Ask “How did you work it out?” more than “What’s the answer?” and enjoy the different ways they find.