CountingWHOLE NUMBERS

Now and Next

Where are they now?

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

Where to next?

Counts forwards and backwards from known, concealed, or given number in range to 30

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 Counting On and Back
  • download Spin and Flip Counting - teens
  • download Spin and Flip Counting - twenties

AssessmentAssessment

  • download Beginning Counting Probe

other resources References to Other Resources

 

 

Activities and Assessments

 

download Counting On and Back

Counting On and Back

Focus: When students are adding or taking a small number from a larger one, they initially need to rely on counters and count from “one” to find the total. Accordingly, when adding, they also tend not to consider the relative size of the two collections. Students need to develop the strategy of counting on or back from the larger group when adding or taking a small number from a larger group, in order to become more efficient and 'fluent' with numbers, and to move away from a reliance on counters. The numberline is a stepping stone from a reliance on counters to using mental strategies.

NB: counting in itself is a very inefficient strategy for adding and subtracting more than two or three. More efficient strategies are examined in the Part Part Whole, and Addition, Subtraction sections.

How: See Counting On and Back game sheet

Download Number line to 20

Download Spinner (6 - 15)

Download Spin and Flip cards

download Spin and Flip Counting - focus on teens

Spin and Flip Counting - focus on teens

Focus: When students are adding or taking a small number from a larger one, they initially need to rely on counters and count from “one” to find the total. Accordingly, when adding, they also tend not to consider the relative size of the two collections. Students need to develop the strategy of counting on or back from the larger group when adding or taking a small number from a larger group, in order to become more efficient and 'fluent' with numbers, and to move away from a reliance on counters and towards a use of mental strategies. If students are having difficulties, they may need to spend more time on the Counting On and Back game in this section, using a number line as an intermediate step.

NB: counting in itself is a very inefficient strategy for adding and subtracting more than two or three. More efficient strategies are examined in the Part Part Whole, and Addition, Subtraction sections.

How: See Spin and Flip counting sheet (teens)

Download Spin and Flip game board (teens)
Download Spin and Flip cards
Download Spinner (6 - 15)


download Spin and Flip Counting - focus on twenties

Spin and Flip Counting - focus on twenties 

Focus: When students are adding or taking a small number from a larger one, they initially need to rely on counters and count from “one” to find the total. Accordingly, when adding, they also tend not to consider the relative size of the two collections. Students need to develop the strategy of counting on or back from the larger group when adding or taking a small number from a larger group, in order to become more efficient and 'fluent' with numbers, and to move away from a reliance on counters and towards a use of mental strategies. If students are having difficulties, they may need to spend more time on the Counting On and Back game in this section, using a number line as an intermediate step.

NB: counting in itself is a very inefficient strategy for adding and subtracting more than two or three. More efficient strategies are examined in the Part Part Whole, and Addition, Subtraction sections.

How: See Spin and Flip counting sheet (twenties)

Download Spin and Flip game board (twenties)
Download Spin and Flip cards

Download Spinner (16 - 25)

 

download Beginning Counting Probe Task

Beginning Counting Probe Task (from ARC linkage research project)

A more intensive dignostic exercise designed to be carried out on single students in order to determine their working understanding of Counting.

Download Beginning Counting Probe Task

 

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