## 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)

Activities designed to move students from Step 4 to Step 5

**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: **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.

Linked Activities

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

Assessment

- Assessment Points - Counting 4

References to Other Resources

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*

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 studentsâ€™ 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*

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 studentsâ€™ 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*

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 studentsâ€™ 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*

Assessment Points - Counting 4

**Assessment Points - Counting 4**

Activity based indicators that students have achieved the target understandings

*Download Assessment Points - Counting 4 sheet*

2011

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