Learning intention
Students will learn how to:
- count up to 10 objects
- count backwards to check the total number of objects.
Success criteria
I will know I have been successful if I can:
- count up to 10 objects
- count backwards to check
- arrange objects to count them accurately.
Prerequisites
Forwards and backwards counting sequences 1–10
Language
Reinforce the use of mathematical language: count, count backwards, count forwards, how many?
Misconceptions
- Objects can be counted more than once (one-to-one correspondence).
- If the objects are moved around they will have to be counted again (conservation).
- Objects always have to be counted from the same direction (order irrelevance).
Before the video
- Display a number line from 1 to 10. Count forwards and backwards together.
- Ask the students to count out a given number of objects (up to 5). Discuss how they know how many objects they have.
During the video
First viewing:
Watch the video without stopping or pausing. Then, ask the children to explain what happened in the video. Begin to draw out key vocabulary or possible misconceptions.
Second viewing:
| Pause point | Key learning | Action/discussion |
|---|---|---|
| 1:59 | Count each item only once | Discuss: Has Ed counted the correct number of apples? What could he do to help him count accurately? |
| 4:02 | Count 9 items | Count the yoghurt tubs together. |
| 4:27 | Count 10 items | Shall we count them? (Play the video and count with Ed) |
After the video
Counting practice:
- Display a group of objects to count (in a disorganized arrangement) then demonstrate counting them (count beyond the true number of items).
- Q: What could we do to make sure we count them correctly? Arrange the items and recount.
- Q: Could we arrange them in another way? Rearrange and discuss whether there is still the same number of objects. Count the objects from the other direction.
- Count backwards as you move the objects.
Counting stations 6–10:
- Set up counting stations with different objects to count (6–10): bear counters, fruit/food items, straws, linking cubes (to link together as they count). Ask students to arrange the objects, count forwards, count backwards to check, and record the number of objects on a clipboard before moving to a new counting station.
Game: The Dot Shop
- Player 1 turns over a Mathletics number card 6–10 and counts out that number of counters. They then place those counters over connected dots on the page. Take turns. Play stops when a player cannot go (and the winner is the other player).