Rote Counting Skills from 10 to 20 – the “teens” issue Rationale: In this exercise we will teach rote counting from 10 to 20 and practice until the fluency level of 150 counts/minute with 2 or fewer errors is reached. Now that the student has met the fluency standard for counting to 10, we can add the next step. Teaching the next ten digits has a particular problem because of the way we say their names. With most 2 digit numbers we say the first digit and then the second digit (e.g. 21 is said as twenty-one). With some teen numbers, we say the digit in the ones column first (e.g. 17 is said as seventeen). This lack of consistency can be confusing to beginning students. Then there are numbers which have entirely different names (eleven, twelve, thirteen, fifteen, and twenty.) You don’t say fiveteen, but you do say sixteen. Again this is a potentially confusing situation. To avoid confusion we will model and lead the student through this series. This task should only be run for 2 minutes at any one time. You can intersperse it with other tasks to provide several opportunities each day. Materials: You need the numbers from 10 to 20 printed below and a second blank sheet of paper. 10 Â 11 Â 12 Â 13 Â 14 Â 15 Â 16 Â 17 Â 18 Â 19 Â 20 Â Rote Counting from 10 to 20. See and Say Numbers from 10 to 20. This task should be done for a couple of minutes each day until the student counts to 20 quickly and easily without errors. Task 1: Counting from 10 to 15. Cover the numbers from 16 to 20 with the blank sheet of paper. Say to the student, “Now we are going to learn to count. I am going to count from 10 to 15. I will touch each number and say it. Listen.” Touch each number from 10 to 15 and say it. “10, 11, 12, 13, 14, 15. Listen again.” Touch each number from 10 to 15 and say it again. “10, 11, 12, 13, 14, 15.” Say, “Count from 10 to 15 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 10 to 15 with the student. Say, “Good job. You did it. You counted from 10 to 15. Letâs do that again. Count with me. Ready.” (Signal) Touch each number and count with the student, “10, 11, 12, 13, 14, 15. Good work.” Say, “Now try that all by yourself. Touch each number and count from 10 to 15. Ready.” (Signal). Watch the student touch each number and listen to the child count from 10 to 15. 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 15 without making errors, change the task and count from 10 to 13. Cover up all of the numbers after 13. When the child can count to thirteen without making mistakes uncover the next two numbers and count to 15. Make sure the student can count to 15 quickly and accurately before you begin Task 2.
