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.
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.
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.
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.
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.
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.
Counting Collections: Revisit 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)