Counting Centers

This page provides examples of math center activities aligned with the Early Childhood Assessment in Mathematics (Board of Education of the City of New York, 2001; State Education Department) continuum for counting. These activities can be used by teachers or parents to support students' progress within a stage, or to promote movement to the next stage, on the continuum. For more information on using these centers in your classroom see the ECAM Centers page. For more examples of math centers aligned with the Early Childhood Assessment in Mathematics see the following pages:


Stage A: These children are just beginning to learn the ‘counting by ones’ sequence. They can recite small sections of the counting sequence. When counting objects, they are just beginning to coordinate one object with each number name.

Next Steps:

  • Recite the counting sequence beyond ten
  • Coordinate counting objects with number names to at least ten
  • Use materials to show a given number less than ten

Stage B: These children are confident counting to ten. They can recite the counting sequence beyond ten, coordinate counting objects with number names to at least ten and can use materials to show a given number less than ten.

Next Steps:

  • Develop proficiency in counting objects by ones beyond twenty.
  • Count aloud to at least thirty.

Stage C: These children are proficient at counting objects by ones. They know the counting sequence to at least thirty and can coordinate counting objects with number names beyond twenty.

Next Steps:

  • Start the counting sequence at numbers other than one.
  • Count on by ones.

POSSIBLE ACTIVITIES
Count on Cup                          
Count on Two More 
Count On One (ver. 1)
Count On One (ver. 2)
Count On Two (ver. 1)
               Missing Number Game           Cross the Decade                   Nearby Numbers (ver. 1)


Stage D: These children can mentally manipulate the ‘counting by ones’ sequence. They can start the counting sequence at numbers other than one, and count on by ones.

Next Steps:

  • Skip count in various intervals (e.g. twos, fives and tens)
  • Count backwards by ones from twenty.
Counting CollectionsCounting Collections
Counting Collections

Stage E: These children are beginning to count in various intervals (skip count). They can skip count forward by twos, fives and tens. They can count backward by ones from twenty.

Next Steps:

  • Skip count by various numbers
  • Count by fives and tens starting at any number
  • Count backward by ones from larger numbers

Stage F: These children are proficient with counting in various intervals. They can skip count by various numbers, and can count by fives and tens starting at any number. They can count backward by ones from larger numbers.

Next Steps:

  • Count through and across hundreds
  • Use many skip counting sequences
  • Count fluently forward and backwards by ones, tens, and hundreds in the hundreds, starting at any number

POSSIBLE ACTIVITIES: 
Counting CollectionsRevisit Counting Collections ver. 2 (encourage students to group objects in collection by 3's, 4's, 6's, 7's, 8's, 9's to further develop skip counting by various numbers)


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