CountingWHOLE NUMBERS

Now and Next

Where are they now?

Counts collections to at least 10 starting from 1

Where to next?

Counts forwards and backwards from known, concealed, or given number in range to 10

Purpose

Purpose: Counting is a complex activity which involves three main understandings; that numbers are named in a fixed sequence, that one number is counted per object and that the last number counted names the count. This sequence moves students from simply memorising a sequence of numbers, through understanding that counting is about 'how many', visualising and using numbers mentally and building place value understanding to count more efficiently as well as understand the composition of very large numbers.

Resources

Activities where students are encouraged to match and compare written numerals with physical models of numbers, helps students to develop a strong conception of number as a quantity, and helps them learn to 'trust the count'.

 

Linked activitiesLinked Activities

  • download One Before, One After
  • download Beehives - Counting On (video activity)
  • download Beehives - Counting on from hidden collection (video activity)

AssessmentAssessment

  • download Counting Collections

other resources References to Other Resources

 

 

Activities and Assessments

 

download One Before, One After

One Before, One After

Focus: Recognising the numbers one before and one after a given number helps students to count on or count back from any number in the range to ten. It is also a skill that they can build on to create strategies that will help them solve arithmetic problems mentally .

How: See One Before, One After game sheet

Download Numeral Cards (alternative to playing cards)


download Beehives - Counting On (Video Example)

Beehives - Counting On

Adapted from 'Beehive', Developing Efficient Numeracy Strategies Stage 1 page 34. NSW Department of Education and Training, Professional Support and Curriculum Directorate 2003

Focus: When initially given a problem where they must count on from a given collection, students often start counting again from one rather than counting on from the number given. It is important to encourage students to count on from the number given as a more efficient strategy. The reverse side of the beehive board (showing the bee outlines) can be used as an extra scaffold if students are having difficulty understanding the problem. Also, if students are having difficulties counting on, they may need referring to the One Before, One after game.

How: See Beehives - Counting On sheet

Download Beehives boards
Download Bees template

Video example 1

video English

video Djambarrpuyŋu

video Kriol


Video example 2

video English

video Djambarrpuyŋu

video Kriol


download Beehives - Counting on from hidden collection (Video Example)

Beehives - Counting on from hidden collection (Video Example) 

Adapted from 'Beehive', Developing Efficient Numeracy Strategies Stage 1 page 34. NSW Department of Education and Training, Professional Support and Curriculum Directorate 2003

Focus: When students begin to 'trust the count', it is important to give them the opportunity to count on from a concealed from a number that is not represented by visible items. This requires them to hold a number 'in their head' and helps to develops key skills that can be used in mental arithmatic strategies later.

How: See Beehives - Counting on from hidden collection sheet as well as Video Example below

Download Beehives boards
Download Bees template

Video example

video English

video Djambarrpuyŋu

video Kriol

download Assessment Points - Counting collections

Assessment Points - Counting collections

Place a collection of counters (10 or fewer) in front of a student. Ask them to determine 'how many counters' as quickly as possible. Note the method they use (eg do they count ones, twos or even make a subcollection of 5?). If they find the task easy, try with a greater number of counters.

Download Assessment Points linked to activities

 

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