Counting from 0 – 10 :Count groups of objects : Include all six counting principles: one-to-one, stable order, cardinal, abstraction, order irrelevance, counting on
The article below is a link to a summarized version of the counting principles.
Ask students to hold up the number of fingers that represent a numeral you show.
Bunny Ears: Students place their right hand beside their right ear and their left hand beside their left ear. Ask them to use their fingers to show the number that you say. For example, if you say 5, a student may hold up 4 fingers on one hand and 1 finger on the other hand.
Number Sets: Ask students to create sets of objects that represent a given numeral. For example, ask students to show sets of 7 in a variety of ways using different objects.
Number Actions: Show students a numeral and ask them to clap that many times. Do an action, such as jumping up and down and ask the students to point to the numeral that indicates the number of jumps.
Hearing Counts: Drop a number of counters one at a time into a can. Ask students to listen and count each sound.
Ask students to say the number sequence from 1 to 10, as it is a prerequisite for counting items in a set. Counting sequence stays consistent – stable order
Say to the student - start at 1 and count by ones until I tell you to stop (stop the student when the student reaches 10)
Observations:
Arrange a group of five items on the table and Say to the student - count to see how many items there are.
Count out loud so I can hear you. How many items are there?
Observations:
Rearrange the five cubes on the table.
Ask the student - now how many items are there?
Observations:
Does the student say ‘five’ trusting the count from the previous task or does the child hesitate or count the cubes again? A student who explains ‘I know there are five because I just counted them’ has the cardinality rule.
Put a container of counters on the table.
Say to the student – make a set of five counters.
Put a container of counters on the table.
Say to the student –make a set of 10 counters. Put the counters in a line and ask the student to count them.
Say – what if I started counting from here (the middle) – how many counters will there be?
Observations:
Does the student say the same number or is the student unsure. Order irrelevance – counting of objects can begin with any object in the set – total will be the same.