Counting

Quick as a Flash - Randomly show cards with dots arranged in structured patterns. Tell me how many dots you see quick as a flash. What do you notice about the arrangements of dots?

Number Chart Chop - Ask the students to cut a number chart into rows, then join the rows to make a number line. Explore the features of a number line. Ask the students to reassemble the number chart.

Counting Chart Cover Up - Use sticky labels of various shapes to cover groups of numbers on any number chart. Students are challenged to imagine and identify the missing numbers. Key questions: Which numbers are missing? How did you know?

Chart Jigsaw - Cut up a number chart into rectangular pieces. Ask students to arrange the jigsaw pieces to reconstruct the number chart. Key questions: Why did you place that piece in that position? What number is one more/less? How do you know?

Counting Pairs, fives and tens - Gather or draw lots of items that come in pairs (shoes, socks, arms ,cups), fives (fingers on one hand, toes on one foot, points on a star) and tens (fingers, toes, stickers in a packet, years in a decade). Use the groups to count to count the individual items more quickly than counting by ones.

Calculator Counting - use the constant function on the calculator to generate twos, fives and tens number sequences. Students use pegs or paper clips to mark the numbers generated on a tape measure, or number line. Imagine the next number that would be displayed on the calculator.

Counting Pairs (or fives, tens) and Singles - Gather a collection of items that come in pairs, fives or tens and some loose items. Organise the items into pairs, fives or tens to work out the total, and then add an extra. Imagine one more pair, fives or tens. What would the new total be? Prove it. Imagine three more/less. What would be the new total? Prove it.