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Counting that Counts!

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- 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..

- 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?

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

(Maclellan, 2001)

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

What does cardinality mean? 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?”

Attendance: end of kindergarten? Count Around the Class

- 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.

How do students need to count? end of kindergarten? Rote Counting

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

Students should practice counting from any number. end of kindergarten?

23, 24, 25,26, 27…

30, 31, 32, 33, 34…

Skip Counting end of kindergarten? by 2s, 5s, 10s, 100s

- Starting at 0 5, 10, 15, 20…
- Forward and backward
90, 80, 70, 60…

One to One Correspondence end of kindergarten?

- One number stands for one object that is being counted

Keeping Track

- Students develop strategies for organizing and keeping track as they count.

Hierarchical Inclusion end of kindergarten?

- 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.

Conservation end of kindergarten?

The number of objects is the same regardless

of their arrangement or the order in which

they were counted.

Connecting Numbers to Quantities end of kindergarten?

- Connect counting to cardinality
- Understand that the last number name tell the number of objects counted

Counting by Groups end of kindergarten?

- Counting a set of objects by equal groups
- Make a set of a given number
- Counts a set forward and backward

Subitizing end of kindergarten?

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

How many do you see? end of kindergarten?

How many do you see? end of kindergarten?

Counting On Cup end of kindergarten?

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.

Counting Classroom Routines end of kindergarten?

- The Counting Jar
- Counting Around the Class
- Dot Images
- Counting Games
- How could you differentiate these routines within your classroom?

Video Evidence end of kindergarten?

- 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?

Hulbert June 2011

Reflection Questions end of kindergarten?

- 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?

Hulbert June 2011

Formative Assessment end of kindergarten?

1) What is formative assessment?

2) How can we formatively assess students’ mathematical progress?

Observing Students as They Count end of kindergarten?

- Counting Orally
- Counting Quantities
- Organizing a Count
- Counting by Writing Numbers