Counting
Vocabulary:
•______: identifying number names in sequence (1st grade – 99, 2nd grade – 999, 3rd grade – thousands)
•______: one-to-one correspondence (prerequisite for addition) counting with the touching of objects to determine quantity
•______(prerequisite for addition) ~ begin with a number other than 1 and count up
•______: nth number in the sequence (multiples of a base number) skip count by 10 once students can rote count to 30
What determines the content of the initial rote counting exercises?
What are the 5 steps in the format for Introducing New Numbers?
•Step 1:______the new part
•Step 2: ______and ______the students on saying the new part
•Step 3: ______the students what number they will be ending with
•Step 4: ______from the beginning of the sequence through the new part
•Step 5: ______the new counting sequences through the new part
What are helpful hints for teaching rote counting?
Model a ______(this will require lots of practice for your students ~ 15 or 20 trials of a new sequence)
Avoid ______(moving lips, counting quietly)
______~ “Stop” and model hard part
______~ fun! games!
What is the preskill for rational counting?
Describe what the teacher and students do in both parts of the rational counting format?
–Part A: Teacher ______as the students count and then asks ______
–Part B: students count ______on their worksheets
How does the teacher monitor students during a rational counting format?
What error is likely to occur when counting 2 groups of lines?
What is the correction procedure for the error above?
What is the teaching timeline for counting from numbers other than one?
Why is it important to teach students to count from numbers other than one?
1.
2.
What is the format for teaching counting from different numbers? (2 parts)
1.
2.
What is the preskill for ordinal counting?
What are some activities you can do to help students practice ordinal counting?
What are the 2 preskills for counting to 30-100?
1.
2.
When teaching counting to 30-100, begin at a 10s number ending in _____ and continue through the next 10s number ending in _____ (37-42).
Why?
•Starting with a higher number doesn’t give students enough time to ______
•Starting at the beginning (21) makes the task ______
How do you test students on counting to 30-100?
How do you promote generalizability in counting to 30-100?
In what grade do students usually begin counting in the hundreds?
Describe what the teacher does in the 3 stages in teaching to count in the hundreds.
- Use a model-lead-test procedure to count a ______(e.g., 350-359)
- Transition from 1 decade to the next within a ______(e.g., 355-365)
- Transition from ______(e.g., 395-405)
Why are skip counting series taught?
What is one recommended sequence of introducing new count-by series?
Why is a sequence important?
How are new count-by sequences introduced over a period of days?