To understand that counting on from the larger number works, you have to be completely sure that addition is commutative (1+50 = 50+1).
What I meant was, she doesn't get "counting on" even from the first number. So if I give her 9+2, she can
count all the way up to 9 verbally without losing track of the 2 (which would tax most adults' verbal working memory, if we didn't have our addition facts memorized), but if I suggest that she just start by saying "nine," since she already knows that there are nine, it just doesn't make any sense to her.
I'm definitely not pushing it, I just make suggestions now and then to see if the penny will drop. I'm mostly just amazed that this kind of mis-match is possible. And a little worried that being so extremely good at a bad strategy will end up hindering her.
