This counting chart was developed from my personal experience working with young mathematicians. I found that a disconnect occurred with students when working with a typical counting chart. The problem stemmed from the sequencing of the numbers. Most students associate adding with getting bigger and subtracting with getting smaller. However, a typical counting chart spoke to my students by communicating that when counting up we moved down the chart and when counting back we moved up the chart. I decided to flip the number sequence and it made a huge difference.