Body Counts:
1. Children stand in an area of the room where they have their own personal space. When moving arms and legs they don't hit another student.
2. Students make their body as small as possible by bending their knees and bringing their arms into their chest. Model for students your smallest number (make your body small) and then show students the largest you can make your body (stand on tip-toes and reach for the ceiling). This represents the largest number. Say, "If we were counting by 1's from one to ten, this is what one looks like (make your body small) and this is what my ten looks like (you're your body large). Have students practice.
3. If you are counting forwards, then the small body position is your starting position. If you are counting backwards than the large body position is your starting position.
4. Describe the counting sequence prior to getting in starting position. Are we counting by 1's, 2's, 5's, or 10's? Which number are we starting from (remember you can start from an arbitrary number, such as five being your smallest number)? How far are we counting? Record these numbers on the board. It may also be helpful to have a two hundreds chart to point to the number as we count.
5. Students should get in starting position and the counting in unison begins with each student's body gradually getting larger or smaller dependent upon the count. You may want to count forwards (bodies get larger) and then once you reached your end count, count backwards and the bodies will shrink in size.
6. Repeat several times with a variety of numbers and counting options. You can extend by saying, so show me "five" (if the count was 1-10)
Note: Older students can count by fractional or decimal numbers and the range is from 0 to 1.
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