Count 1-10

Think aloud as you model.

Model Counting

1 Display several unit Manipulatives

Say: I want to count these objects. I need to touch each object and count forward. Touch each object and count. The last number I said was ___. The last number is the total number of objects. So I have ___ objects.

2 Display Number Sense 1. Read it aloud.

Say: This problem has two characters. Each character has a group of objects. I need to find out how many objects are in each character’s group. I will count one group of objects at a time. First, I will touch each object and count forward.

3 Place your finger on the first item to show students where to start counting. Model placing your finger on each item as you count all the objects.

Say: The last number I said was ___, so there are ___ objects. Now, I will find the number that matches how many I counted. The last number I said was ___, so this group has ___ objects.

1 Display Number Sense 1. Read it aloud. Work with students to count the objects and compare the numbers in the scenario. Prompt students to work through the problem by asking guiding questions.

Say: Let’s work together to count the objects in each group. Then we need to compare the numbers to answer the questions. How do we know which is more, which is less or if they are the same?

Review the meanings of more, less and same as needed. Continue using the same level of concrete, visual or abstract strategy support used in the I Do section.

2 Follow the same approach to work together to practice skip counting by completing Number Sense 1, prompting students to work through the problem by asking guiding questions.

3 As students gain confidence and show proficiency, slowly fade support by providing fewer verbal and/or gestural prompts.

Corrective feedback

• If a student cannot correctly count a set of Manipulatives, count the set of Manipulatives aloud and have the student repeat the counting. Remind the student that the last number you say tells how many objects you counted. Provide specific positive feedback for correct counting.
• If a student cannot determine which is more or less, state which is more and which is less. Then have the student repeat the correct answer, naming which is more and which is less. Explain why that is the correct answer by reminding the student of how a group of objects is larger (more) or smaller (less) than another group of objects.

Level 3

• Have the student count the number of objects and identify the corresponding numeral.
• Have the student compare groups of objects by asking, "Which group has more? Which group has less? Are the groups the same?" Have the student count forward from a given number.

✅ Can the student count objects and identify the corresponding numeral?

✅ Can the student compare groups of objects to determine more, less or the same?

Level 2

• Have the student use visual or tactile supports to count objects and identify the corresponding numeral.
• Have the student compare groups of objects to determine more, less or the same, with support.

✅ Can the student count objects and identify the number counted, using visual or tactile support?

✅ Can the student pair grouped objects and determine more, less or the same, with support?

Level 1

• Have the student use Manipulatives to participate in counting to show 1:1 correspondence (e.g., matching one item to one number on a number line, clicking on/looking at each item on the page).
• Have the student participate in identifying the corresponding numeral by selecting from a narrowed field or errorless choice(s).

✅ Can the student actively participate in counting and in identifying a number counted?

✅ Can the student select the corresponding number from a narrowed field or errorless choice(s)?