Math // Addition & Subtraction

Reading +, −, and = symbols

Read, write, and interpret the symbols +, −, and = in number sentences

Ages
5 to 6
Type
Language
Builds on
3 topics
Leads to
4 topics
Standards
2 codes

Quick check

If you write '4 + 3 = 7' on paper, can the learner tell you what the plus sign, minus sign, and equals sign each mean?

Ask this to see whether the topic is secure.

Topic // Mastery

What mastery looks like

What a learner can do once this topic is secure.
  • Read 3 + 2 = 5 aloud as 'three plus two equals five'
  • Write a number sentence to match a concrete addition situation
  • Interpret the = sign as 'is the same as' rather than just 'the answer is'

Topic // Map

Where this fits

What to learn first and what this topic opens up, with the reason for each link. Required links come first.
  • RequiredMust come first
  • HelpfulHelps, but not essential

Before this

3 topics

You are here

Reading +, −, and = symbols

Ages 5 to 6 // Language

Leads to

4 topics
  • What the equals sign meansRequired

    Addition & Subtraction // Ages 6 to 7

    Deep understanding of = requires already being able to read and write number sentences

  • Understanding fractionsHelpful

    Fractions // Ages 6 to 7

    Writing fraction sentences (1/2 of 6 = 3) requires understanding the = sign

  • Connecting RepresentationsHelpful

    Mathematical Thinking // Ages 6 to 7

    Connecting representations to number sentences requires fluency with +, -, = symbols

  • Reading ×, ÷, and = SymbolsHelpful

    Multiplication & Division // Ages 6 to 7

    Reading × and ÷ symbols parallels reading + and − symbols

Topic // Research-informed

Teaching notes

From the Marble Skill Taxonomy. These notes have not been validated in classrooms, so treat them as a starting point for your own judgement.

The approach

Ages 5-6 (Y1) language/notation goal: read, write and interpret the symbols +, − and = in number sentences, attaching formal notation to the already-understood actions of combining and taking away. The central design move is to introduce = relationally ('is the same as') from the very start, presenting it in varied positions (5 = 3 + 2, 3 + 2 = 2 + 3) to pre-empt the common 'the answer comes next' operator misconception. Activities below span a hands-on sentence-builder with a balance, symbol-and-action reference work, notation practice, and a short probing dialogue — each with a distinct pedagogical purpose.

Common misconceptions

  • Reading = as 'the answer comes next' (an operator/'makes') rather than 'is the same as', so 5 = 3 + 2 or 3 + 2 = 2 + 3 look wrong.
  • Confusing + and − by shape/name, especially when reading quickly, or ignoring the symbol and just combining whatever numbers appear.
  • Writing sentences with the operation and answer in the wrong order, or omitting the = sign.
  • Treating the number sentence as a left-to-right instruction to 'do something' with no sense that it states a relationship.
  • Believing something must always be written after the = (rejecting 7 = 3 + 4 or missing-number forms).

Useful representations

  • The three symbol cards +, −, = alongside the concrete action each records
  • Number sentences built from digit + symbol cards under a concrete model
  • Ten-frame / part-whole model paired with its matching equation
  • A simple two-pan balance image for = as 'same value on both sides'
  • True/false sentence cards for interrogating the = meaning

Teaching practices

  • Attach each symbol to an action the child already performs — + to combining, − to removing, = to 'is the same as' — rather than teaching symbols as abstract marks to decode.
  • From the very first lessons present = in varied positions (5 = 3 + 2, 3 + 2 = 2 + 3, 4 + 1 = 3 + 2), never only 'sum then answer', to stop = being learned as 'write the answer here'.
  • Practise both directions: read a symbolic sentence and act it out; and write a sentence to match a concrete/pictorial situation.
  • Read sentences aloud in full mathematical language ('plus', 'minus/subtract', 'equals / is the same as') so notation and vocabulary co-develop.
  • Keep the referent quantities visible (objects/ten-frame beside the sentence) so symbols stay tied to meaning, not just to each other.

Activities to try

  1. 1

    Sentence builder linked to a balance

    Why it works: The symbols record actions the child already does (+ = combining, − = taking away) and = means 'the same value on both sides', not 'write the answer here' — so numbers may legitimately appear on either side.

    1. Push two groups of counters together on a work surface and record what happened with a sentence strip, placing a '+' between the groups; take some counters away and use a '−' instead.
    2. Build the sentence 3 + 2 = 5 and check the two sides balance (a two-pan balance loaded with identical counters or cubes, so that weight goes up with count, or a balance image/animation that only levels when both sides have the same value).
    3. Now build 3 + 2 = 2 + 3 and notice the sides STILL balance — discuss why this is allowed even though no single 'answer' sits after the =.
    4. Try true/false sentences (e.g. 5 = 3 + 2 (true), 4 + 1 = 3 + 2 (true, both equal 5), 3 + 2 = 2 + 1 (false)) and predict whether the balance will level or tip before testing.
    5. Keep the referent objects (counters / ten-frame / part-whole model) visible beside the sentence throughout.
  2. 2

    Both directions: read-and-act, then write-to-match

    Why it works: Reading a sentence and enacting it, and writing a sentence to capture a real situation, are two sides of the same skill: notation and spoken vocabulary co-develop and stay tied to meaning.

    1. Read a symbolic sentence aloud in full mathematical language ('three plus two equals five'; 'five minus two is the same as three') and act it out with objects.
    2. Point to each symbol in turn and say what it records: + 'put together', − 'take away', = 'is the same as'.
    3. Watch or hear a concrete/pictorial situation (e.g. three ducks swimming and two more joining) and WRITE a number sentence that matches it, including the = sign.
    4. Write a take-away story of your own and record it with a sentence using the − sign.
  3. 3

    Symbol-and-action reference wall

    Why it works: A stable anchor linking each symbol to its meaning and vocabulary supports recall while building and writing sentences.

    1. Study a reference display showing each symbol beside the action it records, with a lift-the-flap or tap-to-reveal meaning ('plus means put together', 'minus means take away', 'equals means is the same as').
    2. Study one fully worked sentence tied to a concrete model.
    3. Use the wall as a check: when unsure which symbol to write, find the matching action.

Topic // Standards

Curriculum standards

Codes for the curriculum statements this topic maps to. Each publisher owns its standard text.
Common Core State Standards for Mathematics
K.OA.1
The national curriculum in England: Key stages 1 and 2 framework document
Maths/Y1/AS/1

Math // Addition & Subtraction

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