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Ability to say the
counting sequence
"1,2,3,4....
1 2 3 4
The last number you
say when counting objects
tells how many there are
"There are 3"
6=
-1+1
19 and 1
18 and 2
17 and 3
5,10,15,20
38,43,48,53
Chorally, individually,
or counting around the circle-
Count by 10's
starting from 26
and stopping at 176
or for fractions-
start at 4 1/2 and
count by halves stopping at 14
It can be as simple or complicated
as the group needs it to be
12+12
10 2 +10 2
(cc) photo by twicepix on Flickr
Subitizing
Magnitude
20=
Counting
One to One
Hierarchical
inlcusion
Cardinality
Part/whole
Compensation
See small amounts
as a whole-perceptual
Subitize two or more
small amounts as
one quantity-conceptual
Unitizing
Tell which set is
bigger w/o counting
(cc) photo by tudor on Flickr
5+1=6
Ability to adjust and
work with quantities
in a more flexible way
4+2=6
one number for one object
Consider parts
of a number
&
Numbers build by exactly on each time
smaller numbers are part of bigger numbers
"1 2 3"
=5
+
=7
0 2
2,4,6,8,10
13,15,17,19,21
3,6,9,12
141,144,147,150
110,100,90,80
Playing with relationships
When is___big?
When is___small?
Make___using 3 addends
Divide___in half
Ways to make
100
50+50 40+60
90+10 81+19
80+20 20+80
50
49+1
48+2
47+3
46+4
470
400+70+0
diagnostic
formative
(cc) photo by theaucitron on Flickr
summative