Counting Teacher Resources

Find Counting educational ideas and activities

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Agricultural survey and the documentation of livestock or goods was the basis for the first written language. Youngsters discuss sorting and counting, and how these skills have been used for thousands of years. They accent their class discussion by reading an informational passage and using the information to create a survey-inspired work of art. 
What is oral tradition, and what unique tool did the Native Americans of the Northern Great Plains use to help them remember their complex histories? Through pictograph analysis, discussion, research, and an engaging hands-on activity, young historians discover the process the Nakota people used to design their winter counts to chronicle their history. Learners then document a year of their own personal histories by designing a monthly pictograph calendar.
Help your kindergartners develop counting skills using a 24 oz. plastic cup, counting manipulatives, and a paper plate. Start with a small group of learners and place a quantity of counting objects between the range of 5 to 10 into each plastic cup. With the group, count each quantity. Next, have each class member select and place counters on their paper plate. Working one-on-one guide each pupil to count their amount off the plate and on. Finally, using a booklet of blank paper, have each class member draw his counters and write the number. This activity can be practiced again and again and can be mixed up by using different counters and number quantities.
Working with kindergartners one-on-one, you will identify their ability to count by 1s and 10s and conclude what levels they have mastered, as well as where they need skills practice and instruction. The commentary provided will aid you in knowing what to look for when administering this assessment. Examples of common mistakes of young learners are noted. This assessment can be used at the beginning of the year and then again at the end of the first quarter to record benchmarks and progress.
Develop automatic, meaningful counting skills with your class by using everyday classroom/school items, objects, and opportunities. Counting skills should be practiced during the year using objects and items they are familiar with and have connection to. Examples: Count the number of chairs, tables, books, and pencils in the classroom or the number of students with long vs. short hair. Record items counted on a regular basis on a class chart or whiteboard, and also allow learners to record counting results on their own. The point is to have the class count together and often. Also, they can gain confidence for using their counting skills in everyday life.
Using a 100s chart or a number line with a pointer, work with your class to count up to 100 by ones and tens. As a part of daily instruction, prompt your kindergartners to chant count from 1 to 30. Move on to 1 to 50, and then from 1 to 100. Highlight groups of tens and count by tens in the same fashion. This should be done daily. A number line around the room can be a visual prompter for counting together at any time. A 100s chart is also great to use, especially if it is laminated and can be colored in. Use counting for transitions. Here is an example: please meet me on the rug before I count to 30, and count with me as you walk. Great practical guidance on working toward this skill base on a class level.
Using a number line or a 100s chart that extends past 100, practice counting from 1 to 120 with your class. As a part of daily instruction, chant count in sequence from 1 to 100 and then randomly chose a number and count onward to 120. Visually highlight multiples of ten and chant in sequence by 10s, 5s, and 2s. Backward counting should also be modeled and practiced. Choose random numbers each day to support flexibility and range in counting.  
Access the instructional counting level of your class by prompting them to recall consecutive numbers within a given number range. Working one-on-one with your students and starting with the number range of 1-10, and working toward the 10-20, 20-30, and 30-100 ranges, you will provide a number and they will recall the next number within the sequence. For example, the number after 2 is 3, and after 15 is 16. Note errors, omissions, long pauses, and sub-vocalization as clues to where learners need more instruction. Again, this series provides commentary and solutions to help an educator be prepared for, and aware of, common errors made by young learners.
The New York Times article “Supreme Court, Split 5-4, Halts Florida Count in Blow to Gore” provides the opening to an assessment of the United States Supreme Court decision in the case of the 2000 presidential election. Assuming the persona of a Supreme Court judge, a presidential candidate, or a voter, class members assess the text of the ruling. Extension activities, a resource list, and links are included in this very detailed activity.
Here is another learning game that will engage your kindergartners and support them with their counting fluency. Forming a circle where everyone faces inward, choose a counting sequence (counting frontward or backward) with no more than 8-10 numbers such as 1-10 or 10-1. The children will then count around the circle until the last number is reached, the class will clap,and that child will sit in the center of the circle. Continue the game until there is only one counter left. A great circle time activity that your class will thoroughly enjoy!
Post-Halloween learners bring in candy treats to use for counting practice. They estimate how full a bowl of candy will get when there are 100 and 200 pieces of candy counted and put in it. They take turns counting to 100 and 200; counting by 1s, 2s, 5s, etc. per instruction. Students receive one piece of candy when they count to 20 correctly, or if they hear a classmate make a mistake while counting.
Students discuss the kinds of things they count and how to use tally marks. In this social science lesson, students count animal crackers by using tally marks for each kind of animal. The tally marks are changed into numbers and one person in the group states the "livesotck report." Students do the same thing with the snack mix representing the different crops.
Students explore Asian American culture. In this multicultural guided reading lesson, students brainstorm a list of communication tools and share languages they speak. Students read Grandfather Counts by Andrea Cheng, then discuss the meaning of the title and other questions. Students respond to the text verbally and in a reading response journal.
Students practice the skill of skip counting. In this early math lesson, students try counting at different rates, beinning at one and progressing to the number ten. Students create a number grid with Crayola Crayons.
In this online interactive reading comprehension worksheet, students respond to 15 multiple choice questions about Dumas's The Count of Monte CristoStudents may submit their answers to be scored.
Intended for learners with autism and developmental disabilities, this lesson uses the strategy of counting-on to enhance independent shopping skills. Learners will practice counting on to the next dollar value in order to purchase items at a grocery store. After practice, they head out and try their new skills in the community.
Is your class ready to read The Count of Monte Cristo? Use the Cloze procedure to determine if the text is a good level for your readers. The first page details the procedure and how to score the text. The following two pages are the text excerpt and blank form, and the final page is a reflection. It appears this was an assignment for a teacher preparation program. 
Similar to the game duck, duck, goose, assemble your class in a circle. Choose a number range (within ten numbers) begin walking around the circle counting and select a child by tapping her. The child then picks up the counting sequence and continues until you give her the signal to stop and pick the next counter (the child closest to her when she stops). This game reinforces counting in sequence and in time to mix things up backward sequences can be used.
Second graders demonstrate how to count change. In this consumer math lesson, 2nd graders read the book The Penny Pot and identify the value of coins. Students complete a worksheet to practice counting coins.
Students recognize that counting tells how many objects are in the set irrespective of how they are arranged or the order in which they are counted. They solve problems involving one more or less to a given set using their knowledge of the forward and backward number sequences.