"Rote memorization of a set of numbers is meaningless" (Moore, 1973, p. 67) and counting is a skill, which should not be stressed until the child has shown understanding of the quantity level (general amounts in groups or sets). Although one-to-one correspondence sounds like such a simple skill, may young children have problems with this developmental concept. These eight ideas are designed to support young children in their efforts.
- Use simple word problems with calculations, an easy oral "story" problem to go with sets being counted. I have two cookies; my mom gives me three more. How many cookies do I have now? CGI is a problem-solving strategy.
- As soon as possible, tie the manipulative, the oral counting, and the number statements to the story on paper. (2, 3,4,5 and eventually 2 + 3 = 5), to a hundreds chart, and to a number line.
- Use actions to help solidify one action for each count. Have the child compare/match/sort groups of objects into sets; then have him or her identify the number of items in each set, expressing them by name and by some pattern. For example:
- Clap or ring a bell the same number of times as the number in the set.
- Tap with your finger on your partner's back a number amount (tap, tap, tap) and the partner states "3".
- Have the child count objects aloud as he or she individually drops them into containers, start by dropping one item at a time, then two at a time, and so on.
4. Provide suggestions of strategies to help keep track of the count. For example:
- A. Organizing-If items are randomly displayed; the child can move all items to one side in preparation for counting. If items are already arranged in a linear fashion, the child can locate the first item in the series and scan to confirm the arrangement.
- B. Partitioning-The child can count individual items and move counted items to a separate area on the tray. The child could also pick up items one at a time, give them a name, and replace them apart from those yet to be counted. The child could also individually touch each item to be counted with one hand, giving each a numeral name, while the other hand keeps track of the next item to be counted
5. Play games such as Dominoes, Snakes and Ladders, etc. to practice counting and moving the game pieces.
- Students keep track of game scores. This can be a motivating and relevant way of applying counting skills. For example, the child can count the number of points earned by individuals in a card game, or in a ball game.
6. Encourage children to explore groups of objects, which can be perceived with one or two hands (e.g., coins, candy, legos, beads, buttons, pretzels, Cheerios) to compare the relative size of groups of things.
7. Use counting books such as Goldilocks and The Three Bears and Ten Monkeys in a Bed. Use counters to model the actions in the story.
7. Use counting books such as Goldilocks and The Three Bears and Ten Monkeys in a Bed. Use counters to model the actions in the story.
8. Share opportunities to parents for practice at home. For example:
- While setting the table, count out the number of plates, cups and cutlery
- Count the number of buttons as you do up a sweater
- When hanging out the washing, count the number of pegs used
- Count the flowers in the garden or the number of flowers you pick to place in a vase
- Count the number of steps taken from the front door to the letterbox
- Count the number of eggs in a carton, and again after some have been removed
- Count the number of times you and your child can throw a ball to each other without dropping it
- While walking along your street, count the number of houses with dogs.
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