CountingWHOLE NUMBERS

Now and Next

Where are they now?

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

Where to next?

As for previous level but in range to 100.

Can count by 2s, 5s, or 10s (from 0)

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 Hundred Chart Count and Circle
  • download Chicken Scramble 1 - counting by 2s and 5s
  • download Chicken Scramble 2 - counting by 10s
  • download Straw Javelin - counting by 10s

AssessmentAssessment

  • download Assessment Points - Counting 4

other resources References to Other Resources

 

 

Activities and Assessments

 

download Hundred Chart - Count and Circle

Hundred Chart - Count and Circle

Focus: When starting to count by numbers other than one, it helps for students to be able to see quantities and groups of objects representing the count as well as seeing the spatial and number patterns the count makes on a one hundred chart to help them to memorise the count itself as well as to recall the meaning of the count.

How: See Hundred Chart - Count and Circle

Download Hundred Chart


download Chicken Scramble 1 - Counting by twos and fives

Chicken Scramble 1 - Counting by twos and fives

Focus: Reorganising single units into groups assists students to see a composite unit. For example, instead of seeing fifteen single counters, a student can see three groups, where each group is seen as one group of five. This understanding aids students’ understanding of forming equal groups, a key step in developing understanding of multiplication and division. It also provides a useful strategy for counting large collections more efficiently.

How: See Chicken Scramble 1 sheet


download Chicken Scramble 2 - Counting by tens

Chicken Scramble 2 - Counting by tens

Focus: Reorganising single units into groups assists students to see a composite unit. For example, instead of seeing fifteen single counters, a student can see three groups, where each group is seen as one group of five. This understanding aids students’ understanding of forming equal groups, a key step in developing understanding of multiplication and division. It also provides a useful strategy for counting large collections more efficiently. As well as being an efficient method of counting large collections, counting by ten helps students to develop place value ideas.

How: See Chicken Scramble 2 sheet

 

download Straw Javelin

Straw Javelin

Reorganising single units into groups assists students to see a composite unit. For example, instead of seeing thirty as thirty single counters for example, a student can see three groups, where each group is seen as one group of ten. This understanding will aid students’ understanding of forming equal groups, a key step in developing understanding of multiplication and division. As well as being an efficient method of counting large collections, counting by ten helps students to develop place value ideas.

How: See Straw Javelin sheet

download Assessment Points - Counting 4

Assessment Points - Counting 4

Activity based indicators that students have achieved the target understandings

Download Assessment Points - Counting 4 sheet

 

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