Counting with Word Numbers

Interestingly, some children find it difficult to think rationally because of the many inconsistencies in number word patterns.

Ø  Some students skip over number words and even return to number words already recited in order to continue their counting sequence. 

Ø Some students remember some numbers at the beginning of a count, forget some later, and skip ahead to others as their count continues. 

 
Ø Number words one to ten are all monosyllables except seven. When counting objects, young children tend to count two objects when they say “sev-en” instead of one, because of the double syllables in the word.

Ø  When counting the “teens,” they often omit thirteen and fifteen when counting  ‘teens’ because  the prefix in these number name are based on the ordinal numbers third and fifth, while the other numbers have the cardinal  number words in front of the teen (fourteen).

Ø  Also they over generalize and put each number name in front of the teen such as threeteen and fiveteen.

Ideas for Instruction

v Read number books as a springboard for counting activities.

v Count out loud often with students.

v Lead children in singing counting songs and chanting counting rhymes.

v Match the strategy of counting out loud with concrete objects (like the number of students)

v Use a circle counting game to help students with more difficult numbers.  Arrange students in a circle and designate a number such as twelve.  Students begin to count by ones, and the student who says twelve sits down.  The next student begins to count from on e again…

v Have students toss a pair of dice and “total” the two numbers, having them count on.

v Expect your students to count from a number other than one.  For example, ask your students to start counting from 6.

v Ask your students to count backward.

v Help students understand the one –one principle of counting by:

v Letting them use salad tongs to pick up each object as it is counted.

v Letting them use a stick to point to each object being counted.

v Giving them an egg carton or ice cube tray and having them place each object being counted in the individual spaces.

v Give students “counting mats” that have a line drawn down the middle so that as each object is counted they can slide it across the line to the other side. 

v After counting a set of objects together, repeat the final number at the end of the count, so they know how many are in all.

v Use number – logic riddles to prompt students to apply critical thinking to the counting sequence.

v Have students count a set of objects in different ways to help them become more flexible in thinking about part-whole relationships.  For example, 52 can be shown as 52 singles, 5 tens and 2 singles, or 3 tens and 22 singles.

 

 

Home

Thinking Addition means "Join Together" and Subtraction means "Take Away"

Renaming and Regrouping when Adding and Subtracting Two - Digit Numbers

Misapplying Addition and Subtraction Strategies to Multiplication and Division

Multiplying Two - Digit Factors by Two - Digit Factor

Understanding the Division Algorithm

Understanding Fractions

Adding and Subtracting Fractions

Representing, Ordering and Adding/ Subtracting Decimals