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
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.
Activities and Assessments (designed to move students on from step 3 to step 4)
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.
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)
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)
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.