Says the number that is one more than a given number.
Observe whether the child: says the number that is one more than a given number.
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
With a running start or adult scaffolding, sometimes says the next number for very small numbers, but errors are frequent. May rely on counting from one each time and lose track.
What you might see
When asked “What is one more than 4?”, answers with a random number or says “I don’t know” without attempting to count on.
When shown the number sequence, cannot point to the next number after a given number without adult guidance.
After hearing “1, 2, 3…”, can sometimes say “4” as the next number, but struggles when the starting number changes (e.g., from 6).
Counts from one to find the next number (e.g., to answer “one more than 7”) and often makes a slip in the sequence.
Expected
On track
Given a number within a familiar range (often 1–10), can find “one more” by counting forward, sometimes needing to start at one or whisper through the sequence. Accuracy improves with prompts (number line, fingers).
What you might see
Uses a counting strategy to answer (e.g., says “7…8” when asked one more than 7) but may need prompting to start at the given number.
Uses fingers or a number track with support to find the next number for 1–10.
Exceeding
Going further
Quickly states the next number for numbers in range (typically 1–10, and sometimes beyond) without restarting from one. Can use the idea during practical contexts (games, counting items) and self-corrects when noticing a mismatch.
What you might see
Answers “one more than 8 is 9” quickly without counting from one, and corrects themselves if they initially slip.
During a game, moves one step forward on a track and says the next number appropriately.
Explains to a peer that “one more” means “the next number” and demonstrates with a number line or counting on.
Uses the concept to check totals (e.g., after counting 9 items, says adding one will make 10 and verifies by counting).
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Play: Use a simple board game—ask “You’re on 6; what number is one more?” and notice if your child can answer and then move one space correctly.
Mealtime: While setting out items, ask “We have 4 forks—what is one more than 4?” then add one and see if the child checks it becomes 5.
Storytime: Pause on a counting page and ask “If we had one more, what number would it be?” and observe whether your child uses the next-number idea.
Transitions: On stairs or steps, ask “We just said 7—what comes one more?” and see if your child can continue the sequence from the given number.
Outdoor: Use pebbles—make a set of 5 and ask “What is one more than 5?” then add one pebble and check if your child connects it to 6.
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).
Positions the successor (one more) as an observable expectation supporting later addition/subtraction fluency.
Developmental research
Gelman, R., & Gallistel, C. R. (1978). The Child’s Understanding of Number. Harvard University Press.
Connects understanding of ordered number words and counting principles to reasoning about the next number in the sequence.
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
Cannot identify the next number after a given number; may start counting from one or give an unrelated number. Does not show a stable “next number” idea.
When asked “What is one more than 4?”, answers with a random number or says “I don’t know” without attempting to count on.
When shown the number sequence, cannot point to the next number after a given number without adult guidance.
Emerging
With a running start or adult scaffolding, sometimes says the next number for very small numbers, but errors are frequent. May rely on counting from one each time and lose track.
After hearing “1, 2, 3…”, can sometimes say “4” as the next number, but struggles when the starting number changes (e.g., from 6).
Counts from one to find the next number (e.g., to answer “one more than 7”) and often makes a slip in the sequence.
Developing
Given a number within a familiar range (often 1–10), can find “one more” by counting forward, sometimes needing to start at one or whisper through the sequence. Accuracy improves with prompts (number line, fingers).
Uses a counting strategy to answer (e.g., says “7…8” when asked one more than 7) but may need prompting to start at the given number.
Uses fingers or a number track with support to find the next number for 1–10.
Secure
Quickly states the next number for numbers in range (typically 1–10, and sometimes beyond) without restarting from one. Can use the idea during practical contexts (games, counting items) and self-corrects when noticing a mismatch.
Answers “one more than 8 is 9” quickly without counting from one, and corrects themselves if they initially slip.
During a game, moves one step forward on a track and says the next number appropriately.
Reflexive
Uses “one more” flexibly in reasoning (adding 1 to totals, checking answers, explaining patterns) and can teach peers (e.g., “one more means the next number”). Applies the concept across contexts and representations.
Explains to a peer that “one more” means “the next number” and demonstrates with a number line or counting on.
Uses the concept to check totals (e.g., after counting 9 items, says adding one will make 10 and verifies by counting).
