Counting by 2’s Forward Rationale: Another important math skill is to be able to count by numbers other than 1’s. Some count-bys are relatively more useful than others. Counting by 5’s has application to money and time-telling applications, while counting by 8’s has few directly applied uses, but is still useful when estimating. Being able to do fluent count-bysContinue reading “Counting by 2’s Forward”
Rote Counting Skills From 100 to 1 Rationale: In this exercise, we reverse the previous exercises to teach rote counting from 100 to 1. We will practice counting until the fluency level of 150 counts/minute with 2 or fewer errors is reached. First we will teach the students with the model available (See/Say Counting Backwards from 100-0). In the next task weContinue reading “Rote Counting Skills From 100 to 1”
Rote Counting Skills From a Number to a Number (Forward) from Memory Rationale: Until a student has well-developed counting skills, all other aspects of arithmetic will be difficult or impossible for them to do. Fluent counting skills are the basis for most other activities in arithmetic. There are a number of different components which make up the realm of counting skills that every student needs to beContinue reading “Rote Counting Skills From a Number to a Number (Forward) from Memory”
Rote Counting Skills From a Number to a Number (Forward) : Part 2 Â Task 2: Rote Counting from a number to a number from memory. Think and Say Numbers from a number to a number (forwards) Materials: The numbers as printed from a particular number to some other number (forward). 37 Â Â Â 41 Â Â Â Â Â Â (5) 23 Â Â Â Â Â Â 31 Â Â Â Â Â Â (14) 86 Â Â Â Â Â Â 89 Â Â Â Â Â Â (18) 49 Â Â Â Â Â Â 53 Â Â Â Â Â Â (23)Continue reading “Rote Counting Skills From a Number to a Number (Forward) : Part 2”
Rote Counting Skills From a Number to a Number (Forward) : Part 1 Rationale: Until a student has well-developed counting skills, all other aspects of arithmetic will be difficult or impossible for them to do. Fluent counting skills are the basis for most other activities in arithmetic. There are a number of different components which make up the realm of counting skills that every student needs to beContinue reading “Rote Counting Skills From a Number to a Number (Forward) : Part 1”
Rote Counting Skills From 1 to 100 Rationale: In this exercise we will combine the previous exercises to teach rote counting from 1 to 100. We will practice counting 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 from 1 to 20, we can add theContinue reading “Rote Counting Skills From 1 to 100”
Fluency and Counting Skills There does not appear to be any particular standard to determine when counting skills are fluent or even adequate. Primary school teachers teach students to count until they ( the teachers) are content with the results, whatever those results may be. This lack of a consistent standard allows for a high degree of variation amongContinue reading “Fluency and Counting Skills”
Using Recursive Patterns to Teach Skip-Counting The Current Picture Being able to count groups by numbers other than 1 is a useful skill for multiplication and division, where, by definition, we are dealing with some number of groups of equal size. Schools do pay lip service to this idea, but usually only in a limited way. Typically they will give someContinue reading “Using Recursive Patterns to Teach Skip-Counting”
Skip Countingâs Importance to Arithmetic I am currently assisting in a research project with faculty and staff from the University of Ottawa. The project will teach tutors to provide effective reading and math programs to approximately 80 foster children who are wards of two Childrenâs Aid Societies. Â This work is a replication of a previous, successful research project led byContinue reading “Skip Countingâs Importance to Arithmetic”
Rote Counting Skills from 1 to 20 Rationale: In this exercise we will combine the previous two exercises to teach rote counting from 1 to 20. We will practice counting 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 from 1 to 10, and the sameContinue reading “Rote Counting Skills from 1 to 20”
