Counting sequence plan (for ages five - seven)

Concept

 Dimensions
Representation, Reasoning & proof, Problem Solving, Communication, & Connections		 Outcome and levels Assessment activity or task

Manipulatives can be used to represent number values.

Drawings can be used to represent values and actions in math problems.

Representation

Use manipulatives, coins, drawings, bears, journaling/ writing of objects so that there is a one-to-one correspondence to the objects being counted and the objects representing the objects (manipulatives, marks on a paper...).

--> Levels <--
Exceptional - Accurately determines cardinality of a set of objects when the objects are available to touch or not.

Satisfactory - Orders counting words correctly and uses one-to-one correspondence when what is being counted has a clear place to start and stop the counting and can be touched.

Unsatisfactory - Orders counting words correctly and uses synchrony, but not precise one-to-one correspondence.

Put in activity plan, here, or both.
Manipulating physical objects can help thinking and reasoning. Reasoning & proof

 

 
Moving objects from one place to another can help keep track of what objects have and haven't been counted. Problem Solving

Recognize the arrangement of objects and recall a similar pattern of known value (three objects at the vertices of a triangle = 3.)

Touch, point, or move objects to increase accuracy of counting.

  
Numerals are used to comunicate how many. Communication Answer questions of how many.  

 

Concept Mathematical Content
Number Value and operations, Algebra & patterns, Geometry & spatial sense , Measurement, & Analysis, statistics, probability 		Outcome and levels Assessment activity or task

Numbers can be used to tell us how many.

 

 Number value and operations
 

 

Activities

Exploration (Diagnostic}

Do Dot flash or dot plates.

  1. Give each student a magic sack with 10-20 objects.
  2. Ask the student to remove the objects and count them.
  3. Hve them put the objects in the sack and tell how many objects are in the sack.
  4. Dump them out and count them again.
  5. Repeat as desired.

Invention (Formative)

  1. Use A number trail with numbers 0 -20 and have students remove a set of up to 20 objects placing each object beside a number on the trail.
  2. Keeps track of the count and double-check the total as necessary.
  3. Students trade sacks and repeat the procedure.
  4. If students can skip count or count on have students line up the objects on the counting numberon the number trail. (If count 12 by 5, 10, 11, 12; then line up five objects on the number trail at the numbers 5 and 10 with one at 11 and one at 12.
  5. add more activities from book as desired... Pocket count... Use of tallies...

Repeat the exploration activities (Summative)

Expansion (Generative)

 

Robert Sweetland's Notes ©