This page provides examples of math center activities aligned with the Counting continuum of the Early Childhood Assessment in Mathematics (Board of Education of the City of New York, 2001; State Education Department). These math centers can be used by teachers or parents to support students' progress within a stage, or to facilitate movement to the next stage, on the continuum. For math centers aligned with the **Numeration continuum** see __here____.__ For math centers aligned with the **Addition and Subtraction continuum** see __here__. For more information on using ECAM centers as an ongoing routine in Kindergarten, 1st and 2nd grade classrooms see __here.__

**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

**Possible Centers:**

Five Frame Flash

Five Frame Match

Five Frame Numeral Match

Five Frame Concentration

Playdough Numbers**My Counting Book**

Counting Collections (ver. 1)

Counting Rhymes

For more Centers aligned with stage A see __this document.__

**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

**Possible Centers:****Roll and Cover (1-20) **

Counting Cup

Counting Collections (ver. 2)

For more Centers aligned with stage B see __this document.__

**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 Centers:****Count on Cup **** **

Counting Collections (ver. 3)

**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

**Possible Centers:**

Skip Counting Paths (Set 1)

Base Ten Path

Counting Collections (ver. 4)

Coin Scoop (ver. 1)

Coin Scoop (ver. 2)

For more Centers aligned with stage D see __this document.__

**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

**Possible Centers:****Skip Counting Patterns (ver.1)**

Skip Counting Paths (Set 3)

Coin Scoop (ver. 3)

Coin Scoop (ver. 4)

**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 Centers:**

Coin Scoop (ver. 5)

Coin Scoop (ver. 6)

Count by Fives (ver. 4)

Counting Collections (ver. 6)

(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)

For more Centers aligned with stage F see __this document.__

**Stage G:**

These children fluently count through and across hundreds. They can count forwards and backwards by ones, tens and hundreds within 1,000 starting at any number. They use many skip counting sequences.