M 1.5

Rote count sets of up to 30 objects: Counting forward and backward; Counting by 1’s and by 2’s; Use appropriate currency and calendar

Noun - sets of objects

Verb - Count forward, Count backwards

Related Article:

The link below is an article on Rote Counting:

• https://tccl.arcc.albany.edu/knilt/index.php/Unit_Two:_Rote_Counting

Instructional Strategies & Learning Tasks

Manipulative:

1. Fake Money
2. Calendar
3. Number line

Instructional Strategies

• Use number rhymes and counting songs to model skip counting. Challenge the students with different starting numbers (e.g., count by 2’s starting on 3).
• Model skip counting, forward and backward, whenever possible during regular classroom routines (e.g., counting papers, counting students, getting ready for something to begin)
• Use number line ‘frog hops’ to count backward.
• Model with coins only if students demonstrate clear understanding of groupings in 2 and 5.
• Because currency is not a proportional model it may be challenging for students to use.

Learning Tasks:

Task 1

• Skip Counting Calendar: model backward skip counting on the calendar, starting an ending on different numbers from 1 to 10.

Task 2

• Skip Counting Fingers: use fingers to model skip counting forward and backward.

Task 3

• Counting Coins: Using one-cent, five-cent, and ten-cent coins ask students to count by 1’s, 2’s and 5’s to make ten cents, twenty cents or thirty cents. Demonstrate that the size of the coin does not matter for it’s worth.

Assessment Tasks

Task 1:

Ask the student to start at 2, and count on (by 1’s) to 7. Repeat to 20 and 30.

• If the student cannot count from 2, give the student 7 cubes arranged in a line, and point to 2 of them. Say to the student ‘Here are 2 cubes. Finish counting the cubes.’

Task 2:

Ask the student to count backward (by 1’s) from 9 to 3. Repeat starting at successively higher numbers e.g., 17, 27, 30.

• If the student cannot count from 9 to 3, give that student nine cubes arranged in a line to count backward.

Task 3:

Ask the student to start at 2, and count on (by 2’s) to 10. Repeat to 20 and 30.

• If the student cannot count from 2, give the student 10 cubes arranged in a line, and point to 2 of them. Say to the student ‘Here are 2 cubes. Finish counting the cubes by 2’s.’

Task 4:

Ask the student to count backward (by 2’s) starting at 8. Repeat starting at successively higher numbers e.g., 15, 21, 30

• If the student cannot count from 8 to 2, give that student eight cubes arranged in a line to count backward.

Sample Lesson Plan