Rote Counting Skills from 1 to 10 (Forward) Rationale Until a student has well-developed counting skills, all other aspects of arithmetic will be difficult or impossible to do. Fluent counting skills are the basis for most other activities in arithmetic. There are a number of different components that students need to be taught before they attempt to learn more advanced arithmetic operations such as addition or subtraction. Counting forwards is essential for addition. To the extent that we do not prepare the student with fluent counting skills, the task of teaching arithmetic will be problematic. In this exercise we will teach rote counting from 1 to 10 forward and we will practice until the fluency level of 150 counts/minute with 2 or fewer errors is reached. Materials: The numbers from 1 to 10 printed below. A second blank sheet of paper. 1 Â 2 Â 3 Â 4 Â 5 Â 6 Â 7 Â 8 Â 9 Â 10 Rote Counting from 1 to 10. See and Say Numbers from 1 to 10 This task should be done for a couple of minutes each day until the student counts to 10 quickly and easily without errors. The student must see and say 150 or more numbers in one minute with no more than 2 errors. Count the number of digits spoken in a 30 second timing, subtract the errors and write both scores on a data sheet. Task 1: Counting from 1 to 5 Cover the numbers from 6 to 10 with the blank sheet of paper. Say to the student, Now we are going to learn to count. I am going to count from 1 to 5. I will touch each number and say it. Listen.” Touch each number from 1 to 5 and say it. “1, 2, 3, 4, 5. Listen again. Touch each number from 1 to 5 and say it again. 1, 2, 3, 4, 5. Say, Count from 1 to 5 with me. I will touch the numbers. When I touch the number we will both say it. Ready.” (Signal) Touch each number and count from 1 to 5 with the student. Say, “Good job. You did it. You counted from 1 to 5. Letâs do that again. Count with me. Ready.” (Signal) Touch each number and count with the student. “1, 2, 3, 4, 5. Good work.” Say, Now try that all by yourself. Touch each number and count from 1 to 5. Ready.” (Signal). Watch the student touch each number and listen to the child count from 1 to 5. Say, “You did it. Good counting. Do that for me one more time. Ready.” (Signal) Repeat task. Say, “Excellent, you are learning to count well.” Correction Procedure: If the child cannot count to 5 without making errors, change the task and count from 1 to 3. Cover up all of the numbers after 3. When the child can count to three without making mistakes uncover the next two numbers and count to 5. Make sure the student can count to 5 quickly and accurately before you begin Task 2. Once the student can count easily from 1 to 5, add the rest of the numbers to 10 using the same script.
