math, Math Workshop, Number Sense & Numeration

Counting

I never used to worry too much about teaching students to count. I mean, the year I taught kindergarten we did a lot of counting, but in grade 2…or 3…or 4? Nope.

In the last few years I’ve become aware of how important counting is, and the layers of skills that are involved.

After interviewing my people, I discovered most can start at 30 and get to 100 without difficulty. Some had trouble not starting at 1 – and they also had trouble assembling a 100 chart. This is not, I think, a coincidence.

One of the classes figured out we need 12,000 laps around our track to equal Terry Fox’s journey across Canada.  We’re keeping track of our contributions with tally marks!

Some students were very organized with their counting…

And some students were not organized with their counting.

After we congressed these photos, I sent everyone off the do more counting. I asked them to count out 17, or 24, or 52, or 65 of the math tool they wanted to work with. Everyone tried an organization strategy of some sort! Even when they sorted into rows or groups of 5, many were counting by tens.

I loved this one because this child said, “10, 11, 12, 13, 14, 15, 16, 17!” It was great to see her counting on!

I think when we look at these images and congress them today, I need to make sure I talk about how the organizing helped. One of the things I know I need to do better is point out these things that seem so obvious to me.  Some students will have already realized the advantage of using groups, but some will not have.  I need to help them with that.

I used to always start the year with addition. This made more sense I guess when I was teaching grade 3/4 classes. But starting with counting and making sure everyone has a strong foundation of number sense to build on has truly made my addition and subtraction units go more quickly. Everyone seems more prepared for the addition and subtraction work once I know they are solid with counting skills.

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