Rote Counting - Foundational Skill of Number Sense

Rote counting is a foundational skill of number sense.  Unfortunately most kids only learn how to skip count by 2's, 5's, and 10's starting with the first multiple. 

Children can learn to memorize these counts as if they were learning a song.  Five, ten, fifteen, twenty, twenty-five, thirty etc.... At early ages this is appropriate.  Children learn counting sequences through songs, rhymes, and games.  Even though we want students to be able count in a rote manner, eventually we need to push his/her counting skills forward to true understanding of numbers and the patterns in our number system.

In order for children to develop number sense they need to be able to count over the one hundred mark and from an arbitrary number, such as 85.  Why?  Because many kids can memorize their rote counts, but in order to make certain they truly understand numbers and how they increase or decrease in size, they need to be assessed with their skip counting skills over one hundred and from an arbitrary number.

A common error with students when I have asked them to count by fives, the counts often go like this, "85, 90, 95, 100, 105, 205, 305, 405, etc...." This type of error is common and shows little conceptual understanding about numbers and our number system.  The ability to rote count can deceive both the teacher and parent into assuming that the child, who can count by rote with ease to a hundred or above, also has an understanding of those numbers. In most cases this simply isn't true.

 

There are several activities that include motor skills, visual skills, and other abstract skills to help with this skill.  The 200 chart is a great visual tool to introduce to students as early as first grade.  The 200 chart can be used to do a variety of counts.  For example:  If the goal is for students to count backwards and forwards by 5's, use the 200 chart and nickels (make sure students have the understanding that nickels are worth five cents) and start with laying a nickel at 85, then count forward to 90 and lay a nickel, 95, place a nickel, 100, place a nickel, 105, place a nickel, etc....  Have students say the numbers each time they place a nickel on the chart.  When the student gets to 200, start taking off the nickels in order, and saying the number.  Note: You may need to enlarge the 200 chart for students to actually place the nickels on the chart.  Ask students what patterns they notice?

To practice rote counting by tens, use dimes (make sure students have the understanding that a dime is worth ten cents).  To count by 10s, start with an arbitrary number such as 67.  Once again, ask students what patterns they notice? 

The goal of rote counting is for students to understand and recognize the wonderful patterns in our base ten number system, regardless of the number size.  Older students should be expected to count by hundreds, thousands, ten thousands, etc.For other ideas on how to use the 200 chart go to my weekly math ideas.