Where are they now?
Counts forwards and backwards from known, concealed, or given number in range to 30
Where to next?
As for previous level but in range to 100.
Can count by 2s, 5s, or 10s (from 0)
Purpose
Counting is a complex activity which involves three main understandings; that numbers are named in a fixed sequence, that one number is counted per object and that the last number counted names the count. This sequence moves students from simply memorising a sequence of numbers, through understanding that counting is about ‘how many’, visualising and using numbers mentally and building place value understanding to count more efficiently as well as understand the composition of very large numbers.
Activities and Assessments (designed to move students from step 4 to step 5)
Straw Javelin (modified)
Focus: Modelling and counting using 10 as a unit – understanding that twenty is an alternate name for two-tens, thirty for three-tens and so on.
How: See Straw Javelin instruction sheet
Ten Spins for 10-sticks
Focus: Modelling and counting using 10 as a unit – understanding that twenty is an alternate name for two-tens, thirty for three-tens and so on.
How: See Ten Spins for 10-Sticks sheet
Chicken Scramble 2 – modified
Focus: Determining and recording the number of items in different collections, through organising the collection into groups of 10. Students need to correctly identify the number of items in each collection through counting the number of groups of 10, and then correctly write the corresponding numeral to record the number of items.
How: In accordance with the Chicken Scramble 2 sheet, with the addition of a score sheet where students record record their totals once they have arranged their counters into groups of 10.