Unlock harder levels by getting an average of 80% or higher.

Earn up to 5 stars for each level
The more questions you answer correctly, the more stars you'll unlock!

Each game has 10 questions.
Green box means correct.
Yellow box means incorrect.

Unlock harder levels by getting an average of 80% or higher.

Earn up to 5 stars for each level
The more questions you answer correctly, the more stars you'll unlock!

Each game has 10 questions.
Green box means correct.
Yellow box means incorrect.

More Ways To Use Math Games
Game Quickplay
Video Help

Need some help or instruction on how to do this skill?

Offline Worksheets

Want a paper copy? Print a generated PDF for this skill.

Top Mathematicians Leaderboards

See how you scored compared to other students from around the world.

Start a MathJam

Learn Math Together.

Math Games for Teachers

Early - Number, money and measure

Standard E.NS.1.2 - Visualize the numbers in relation to each other on the hundred chart. Use the chart to help count up or down from a given number.

Included Skills:

Number and number processes
I have explored numbers, understanding that they represent quantities, and I can use them to count, create sequences and describe order.
I use practical materials and can 'count on and back' to help me understand addition and subtraction, recording my ideas and solutions in different ways.
Explains that zero means there is none of a particular quantity and is represented by the numeral 0.
Recalls the number sequence forwards within the range 0 - 30, from any given number.
Recalls the number sequence backwards from 20.
Identifies and recognises numbers from 0 to 20.
Orders all numbers forwards and backwards within the range 0 - 20.
Identifies the number before, the number after and missing numbers in a sequence within 20.
Uses one-to-one correspondence to count a given number of objects to 20.
Identifies 'how many?' in regular dot patterns, for example, arrays, five frames, ten frames, dice and irregular dot patterns, without having to count (subitising).
Groups items recognising that the appearance of the group has no effect on the overall total (conservation of number).
Uses ordinal numbers in real life contexts, for example, 'I am third in the line'.
Uses the language of before, after and in-between.
Counts on and back in ones to add and subtract.
Doubles numbers to a total of 10 mentally.
When counting objects, understands that the number name of the last object counted is the name given to the total number of objects in the group.
Partitions quantities to 10 into two or more parts and recognises that this does not affect the total.
Adds and subtracts mentally to 10.
Uses appropriately the mathematical symbols +, - and =.
Solves simple missing number problems.

If you notice any problems, please let us know.