Beginning to represent numbers using fingers, marks on paper or pictures.
Observe whether the child: beginning to represent numbers using fingers, marks on paper or pictures.
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
Tries to represent small numbers using fingers or marks but is often inaccurate (too many/too few) and may not explain what the representation means. Needs modelling and prompts to match the intended quantity.
What you might see
When asked to show “three” with fingers, holds up a random number of fingers or a closed fist.
Makes a scribble when asked to draw “four apples” and cannot say what it represents.
Avoids making marks to show number (hands the pencil back or changes activity).
Holds up fingers for “two” correctly sometimes, but for “three” shows four or wiggles fingers without a stable shape.
Draws dots to represent a number but adds extra dots without noticing (e.g., asked for 3, draws 5).
Needs an adult to count the marks back with them to see whether it matches the number.
Expected
On track
Represents small quantities (often 1–3, sometimes up to 5) using fingers, dots, or simple marks when supported. Can usually explain what the marks mean (“That’s three”) and may count to check.
What you might see
Shows 1–3 with fingers correctly and counts fingers to check when unsure.
Draws 3 circles for “three cookies” when an adult suggests “make one mark for each”.
Uses marks to keep track in a simple game (e.g., 2 marks for 2 turns) with support.
Exceeding
Going further
Represents numbers intentionally in more than one form (fingers, marks, pictures) for play and routines, usually matching quantity for 1–5 and sometimes beyond. Uses representation to communicate needs (scores, how many to get) and checks accuracy by recounting.
What you might see
In pretend shop, draws 4 dots to show “4 items” and can point-count the dots to confirm.
Uses fingers to show “five” quickly when asked and matches it to a group of five objects after counting.
Records a simple score with marks (e.g., 3 lines) and explains what the marks mean.
Chooses fingers for quick showing but switches to marks when they need to remember the number later.
Represents “4” as a picture set (four apples) and checks by counting the drawings.
Explains to a peer “Do one dot for each one” and helps them match marks to a set.
Try this at home
Small everyday moments where you can notice this behaviour without setting up anything special.
Mealtime: Ask, “Can you show me 3 with your fingers?” then “Can you draw 3 dots on this paper?” Notice matching and explanation.
Play: In pretend shop, ask your child to make a “shopping list” with marks/pictures for 4 items and see if the marks match the quantity.
Storytime: After a page with 5 objects, invite your child to show the number using fingers or by drawing quick marks.
Transition: Ask your child to draw marks for how many toys they want to take to the next room (e.g., 3) and observe whether they use one mark per item.
Outdoor: Collect 4 stones and ask your child to make a picture/marks that show “4” without using the stones.
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 (2012), Mathematics: Numbers (30–50 months).
The construct is framework-native and reflects early movement from spoken number words to representational marks and embodied representations.
Developmental research
Noël, M.-P. (2005). Finger gnosia: a predictor of numerical abilities in children?
Research on finger-based numerical representations supports the developmental plausibility of using fingers as an early number representation tool.
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 attempt to show a quantity with fingers, marks, or drawings; may scribble or show a random hand shape unrelated to the number. Relies on adults to represent numbers visually.
When asked to show “three” with fingers, holds up a random number of fingers or a closed fist.
Makes a scribble when asked to draw “four apples” and cannot say what it represents.
Avoids making marks to show number (hands the pencil back or changes activity).
Emerging
Tries to represent small numbers using fingers or marks but is often inaccurate (too many/too few) and may not explain what the representation means. Needs modelling and prompts to match the intended quantity.
Holds up fingers for “two” correctly sometimes, but for “three” shows four or wiggles fingers without a stable shape.
Draws dots to represent a number but adds extra dots without noticing (e.g., asked for 3, draws 5).
Needs an adult to count the marks back with them to see whether it matches the number.
Developing
Represents small quantities (often 1–3, sometimes up to 5) using fingers, dots, or simple marks when supported. Can usually explain what the marks mean (“That’s three”) and may count to check.
Shows 1–3 with fingers correctly and counts fingers to check when unsure.
Draws 3 circles for “three cookies” when an adult suggests “make one mark for each”.
Uses marks to keep track in a simple game (e.g., 2 marks for 2 turns) with support.
Secure
Represents numbers intentionally in more than one form (fingers, marks, pictures) for play and routines, usually matching quantity for 1–5 and sometimes beyond. Uses representation to communicate needs (scores, how many to get) and checks accuracy by recounting.
In pretend shop, draws 4 dots to show “4 items” and can point-count the dots to confirm.
Uses fingers to show “five” quickly when asked and matches it to a group of five objects after counting.
Records a simple score with marks (e.g., 3 lines) and explains what the marks mean.
Reflexive
Selects representations flexibly based on purpose (quick fingers vs. recorded marks), uses them to plan or solve simple problems, and can explain/justify the match between representation and quantity. May support peers by showing a clearer way to represent a number.
Chooses fingers for quick showing but switches to marks when they need to remember the number later.
Represents “4” as a picture set (four apples) and checks by counting the drawings.
Explains to a peer “Do one dot for each one” and helps them match marks to a set.
