Counting that Counts!

Counting Jar

Count the objects in the jar on your table 3 ways.

Record 3 ways to represent the number of objects you counted on your counting jar sheet..

Counting Jar

How did you represent the number you counted?

What are the ways you counted?

Were there any counting ways that were more efficient than others?

How are these ways connected to the way primary students learn to count?

Why is “counting” important?

Children’s understanding of a number is rooted in counting.

(Maclellan, 2001)

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What skills does our ACOS say students should acquire by the end of kindergarten?

When you count a group of objects, the last number you say tells how many there are in all.

Students who do not yet have cardinality recount the objects when asked, “How many?”

What does cardinality mean?

Count around the circle to determine the total number of students present.

Pause several times during the count to ask students how many people have counted so far.

Attendance: Count Around the Class

Students need to know the number names and their sequences-both forward and backward.

How do students need to count?

Rote Counting

Students should practice counting from any number.

23, 24, 25,26, 27…

30, 31, 32, 33, 34…

Starting at 0 5, 10, 15, 20…

Forward and backward 90, 80, 70, 60…

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Skip Counting by 2s, 5s, 10s, 100s

One number stands for one object that is being counted

One to One Correspondence

Keeping Track Students develop strategies for organizing

and keeping track as they count.

Numbers build by exactly one each time—smaller numbers are part of bigger numbers.

Children who have constructed the idea of

hierarchical inclusion know that if you have six rocks and you take one away, there are five, or if you add a rock, there are seven.

It’s the idea of one more and one less.

Hierarchical Inclusion

The number of objects is the same regardless of their arrangement or the order in which they were counted.

Conservation

Connect counting to cardinality

Understand that the last number name tell the number of objects counted

Connecting Numbers to Quantities

Counting a set of objects by equal groups

Make a set of a given number

Counts a set forward and backward

Counting by Groups

Subitizing is the ability to immediately recognize the quantity of a small number of objects without counting.

Subitizing

How many do you see?

How many do you see?

Counting On Cup

1.Work with a partner. Player 1: Turn over the top number card and put that number of counters in the cup.

2.Player 2: Roll the die and place that many counters next to the cup.

3.Together decide how many counters in all and fill in the record sheet.

4.Repeat until all the number cards have been used.

The Counting Jar Counting Around the Class Dot Images Counting Games

How could you differentiate these routines within your classroom?

Counting Classroom Routines

Watch the following video. Reflect on your learning and how you will

apply this in your classroom. Think about these questions as you watch

the video:◦ How do the students keep track or organize as

they count?◦ How do the students determine the total?◦ Which students have you noted need

intervention? Why?

Video Evidence

Hulbert June 2011 21

◦How did the students keep track or organize as they count?

◦How do the students determine the total?

◦Which students have you noted need intervention? Why?

Reflection Questions

Hulbert June 2011 23

1) What is formative assessment?2) How can we formatively assess students’ mathematical progress?

Formative Assessment

Counting Orally Counting Quantities Organizing a Count Counting by Writing Numbers

Observing Students as They Count