Your view
Math confidence starts with understanding.
See a pattern. Try an idea. Discover a way to work with numbers that makes sense to you.
5 + □ = 7
One full row of five. How many red counters are below? The white spaces are empty.
Start with the five you can already see.
Choose any starting point. Take your time. You can always try another way.
See a relationship. Try a strategy. Explain your thinking.
Try a short activityFind an idea.
Build on it.
Start where the numbers feel familiar. The next relationship can grow from one you already see.
Four stages. Twenty-two progressions. You can explore any of them.
Start with five
Notice five, then use doubles and near doubles.
Make a ten
Use the spaces in a frame to build a whole ten.
Tens and ones
Carry familiar relationships into larger numbers.
Equal groups
Connect repeated groups to multiplication.
What this learning path covers
These 22 steps explore selected addition, place-value and multiplication relationships. They are a teaching progression. A practice score is a snapshot of this activity, not a grade, diagnosis or measure of mastery.
The public check has ten questions. School Pulse’s teacher checks use a different format, so their scores should be considered separately.
Your turn to see it.
Choose an idea and a way to practice. One question at a time.
Your starting point
How to try this idea
Your results stay in this open page. Refreshing or closing clears them. Print a learning note to keep one.
Start by seeing a group of five.
A short check helps you notice what to practice. Your score won’t give you a grade or lock you into a level.
Question 1 of 10
This is your own check-in. Flashcards don’t give an accuracy score.
Take a breath. Your question will wait.
Your thinking time is paused. Choose Resume when you are ready.
You can choose a different activity after ending this round.
Look what you explored.
Number explorer
Review the questions and strategies
Choose Save as PDF in your browser’s print window to keep a copy. Your words and results are never submitted by this activity.
What I did today
Your latest 20 completed rounds from this open page. Print a note before you leave.
Your discoveries will appear here after you finish a round.
Clear the rounds and reflections from this open page?
Small moments.
Shared discoveries.
Parents · Try a five-minute conversation
Start with a group of five. Add two counters and ask, “How many do you see? How did you see it?” Listen for their idea, show a model together, then let them try another question.
Choose Guide me for learning together. Use a short check when your child wants to try independently. Talk about a strategy before comparing speed.
Explore an activity togetherTeachers · Connect practice with instruction
Use the models and skill explanations to plan a number talk, small group or family activity. The public workspace keeps no learner records. Your existing School Pulse workspace provides the protected teacher workflow.
Open School Pulse teacher sign-in (new tab)Community · Make room for a discovery
Libraries, community programs and families can use counters, paper and a short conversation to make number relationships visible. Try a printable card set and ask learners to show a second way.
Number Sense Foundation is an education initiative in development. Future partnerships could help review and share these materials with more communities.
More ways to see it.
Explore free resources from other math educators. Each link opens a separate website in a new tab.
- Math Learning Center tools (new tab)
Explore number frames, number racks, number lines and more.
- NRICH number activities at home (new tab)
Try adult-supported number games and conversations for ages 3–5.
- Math for Love lesson library (new tab)
Find games, problems and lessons for exploring mathematical ideas.
Why I’m building this
As a teacher in Puyallup, I’ve seen students start to doubt themselves when the numbers in front of them feel hard to work with. I want them to have the experience of seeing a relationship for themselves and thinking, “I can do this.”
Fingers can be a useful starting tool. My goal is to give students more strategies to reach for, including seeing a group of five, making a ten, and taking numbers apart in ways that make a problem easier.
I want to take what I’ve learned in the classroom and build a foundation that helps families, teachers, and communities make those experiences possible for more children.
- Our mission
- Equip families, educators, and communities with practical ways to help children build confidence, flexibility, and fluency with numbers.
- Our vision
- Every child has a strong foundation in math and sees themselves as someone who can learn it.