In practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
Observe whether the child: in practical activities and discussion, beginning to use the vocabulary involved in adding and subtracting.
What it looks like
Three ways this behaviour shows up as a child grows. Each level includes everyday moments to watch for.
Emerging
Just starting
Repeats adult terms (e.g., “add”, “take away”) or uses “more/less” loosely, but often not aligned to the action or situation. Needs adult modelling to connect words with combining or removing objects.
What you might see
When combining two groups of objects, does not use words like “altogether”, “add”, “more”, or “total” and does not respond meaningfully when those words are used.
When an item is removed, does not use “take away/left/less” language and may not notice the quantity change in talk.
Says “add” or “take away” after hearing an adult, but applies it to the wrong action (e.g., says “add” when removing items).
Uses “more” as a general preference word (“I want more”) without linking it to a numerical comparison or increase.
Expected
On track
Uses some key vocabulary appropriately in concrete contexts with support (e.g., “one more”, “take one away”, “how many left/altogether”). Speech may be limited to a few familiar phrases and may not be consistent across contexts.
What you might see
During snack, says “one more” while taking another piece, and can show what they mean with objects when prompted.
When playing with counters, says “take one away” and removes one item, then attempts to count what is “left” with support.
Exceeding
Going further
Spontaneously uses a wider range of addition/subtraction vocabulary during practical activities and can pair the words with actions (combining/separating sets). Can explain in simple terms what “altogether” and “left” mean in the situation.
What you might see
In a practical task, says “altogether” or “how many left?” appropriately and uses counting to check after combining/removing.
Correctly uses contrasting terms in context (e.g., “We added one, so there’s more” / “We took one away, so there’s less”).
Creates a simple word problem in play (e.g., “I had 3 and you gave me 2—how many altogether?”) and uses relevant vocabulary naturally.
Explains a peer’s confusion by restating the vocabulary with the action (e.g., “Subtract means take away—so we remove one”).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Use a real context (e.g., “You have 3 strawberries, I’m adding 1—how many altogether now?”) and notice whether your child uses or understands “add/altogether/more”.
Play: During pretend shop or building, listen for words like “plus”, “minus”, “take away”, “left”, “altogether”—does your child use them correctly while acting with objects?
Storytime: Tell a short number story (“4 ducks, 1 swims away”) and notice whether your child uses “left/less/take away” language when discussing it.
Transitions: While setting out cups/plates, ask “If we add one more person, what happens?” and notice whether your child uses “one more/altogether”.
Bath/outdoor: With shells/pebbles, model one situation and pause—does your child begin to use the vocabulary themselves as they play (adding/removing items)?
Connected behaviours
Behaviours that scaffold, follow, or co-emerge with this one.
The framework source and supporting developmental research.
Framework source
Development Matters in the EYFS (DfE, 2012) — Mathematics: Numbers (40–60+ months).
Defines early use of addition/subtraction vocabulary as an observable indicator within practical activities and talk.
Developmental research
Clements, D. H., & Sarama, J. (2014). Learning and Teaching Early Math: The Learning Trajectories Approach (2nd ed.). Routledge.
Describes developmental progressions for early arithmetic ideas and the role of mathematical language in supporting these concepts.
Five-level rubric (detailed)ShowHide
The full progression underlying the three levels above. Used by the platform’s reasoning agent when planning activities and observations.
Not Yet
Does not use or show understanding of add/subtract vocabulary in play or discussion; may rely only on non-specific language (“more”, “gone”) without linking to combining/taking away.
When combining two groups of objects, does not use words like “altogether”, “add”, “more”, or “total” and does not respond meaningfully when those words are used.
When an item is removed, does not use “take away/left/less” language and may not notice the quantity change in talk.
Emerging
Repeats adult terms (e.g., “add”, “take away”) or uses “more/less” loosely, but often not aligned to the action or situation. Needs adult modelling to connect words with combining or removing objects.
Says “add” or “take away” after hearing an adult, but applies it to the wrong action (e.g., says “add” when removing items).
Uses “more” as a general preference word (“I want more”) without linking it to a numerical comparison or increase.
Developing
Uses some key vocabulary appropriately in concrete contexts with support (e.g., “one more”, “take one away”, “how many left/altogether”). Speech may be limited to a few familiar phrases and may not be consistent across contexts.
During snack, says “one more” while taking another piece, and can show what they mean with objects when prompted.
When playing with counters, says “take one away” and removes one item, then attempts to count what is “left” with support.
Secure
Spontaneously uses a wider range of addition/subtraction vocabulary during practical activities and can pair the words with actions (combining/separating sets). Can explain in simple terms what “altogether” and “left” mean in the situation.
In a practical task, says “altogether” or “how many left?” appropriately and uses counting to check after combining/removing.
Correctly uses contrasting terms in context (e.g., “We added one, so there’s more” / “We took one away, so there’s less”).
Reflexive
Flexibly uses vocabulary to create and discuss their own number stories, rephrases for peers, and switches between everyday and mathematical language (e.g., “plus”, “minus”, “altogether”, “take away”). Uses talk to plan and check solutions.
Creates a simple word problem in play (e.g., “I had 3 and you gave me 2—how many altogether?”) and uses relevant vocabulary naturally.
Explains a peer’s confusion by restating the vocabulary with the action (e.g., “Subtract means take away—so we remove one”).
