Rote+Counting+(1s,+5s,+10s,+100s)

=**Topic or Focus:**= Rote counting

Subject:
Mathematics

Level:
Pre-K through Grade 2 (see skills trace in the standards, below)

Key Standard(s): (from the Common Core State Standards, Mathematics)

 * K.CC.1. Count to 100 by ones and by tens.
 * K.CC.2. Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
 * 1.NBT.1. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.
 * 2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.

Text/Resources to be Used (Optional):
N/A

//Rationale://
//Young children often learn to "recite" the alphabet and their numbers without truly understanding that the letters or numbers are distinct items in a series (e.g., preschoolers who think that "lmno" is the letter after "k"). Many children can rote count if they begin at 1, or recite the alphabet from a, but cannot do the same task if they begin with other than the first number or letter in the series.//

//Directions://
Administer this assessment 1:1 with students. Estimated time for assessment: Under 1 minute per student.

Sit with student -- have your recording sheet ready with student name and grade. Direct student to count by 1s, starting with the number 1. When student makes an error in counting (repeating a number, skipping a number, or pausing for longer than 3 seconds), circle the last number correctly stated, date it, and write the error the student made above the next number.


 * K: Use the 1-100 number grid**
 * First: Use 1-100 recording sheet, rote counting by 1s (September/January/May)
 * Second: Use 1-100 recording sheet, rote counting by 10s (September/January/May)
 * Third: Use 1-100 recording sheet, counting on from any number between 1-100 (January/May)
 * Fourth: For students at mastery in all K counting standards, see Grade 1 standards.


 * 1: Substitute the 1-200 number grid**
 * First: Rescreen rote counting by 1s from 1, with 1-200 grid (mastery = to 120) (September/January/May)
 * Second: Rescreen rote counting by 10s from 10, with 1-200 grid (mastery = to 120) (September/January/May)
 * Third: Counting on from any number between 1-120 (September/January/May)
 * Fourth: For students at mastery in all grade 1 counting standards, see Grade 2 standards.


 * 2: Use the following suggested assessment progression** (do not reassess once students master a particular task):
 * First: Rescreen any student not entering with mastery at rote counting 1-120 by 1s or 10s, 1-200 number grid(September)
 * Second: Count by 10s from 200, using 200-299 grid (September/January/May)
 * Third: Count by 5s from 300, using the 300-399 grid (September/January/May)
 * Fourth: Rote count by 100s from 100 (record at bottom of previous grid, noting last correct number, date, and error made) (September/January/May)
 * Fifth: Count on by 1s from 403, using 400-499 grid (January/May)
 * Sixth: Count on by 5s from 515, using 500-599 grid (January/May)
 * Seventh: Count on by 10s from 670, using blank grid that you've filled in from 670 onward (mastery = to 1000) (January/May)

Use any of the above grids, plus the ones below, for practice or progress monitoring in math groups (grids are from EdNet):


 * 600-699 grid
 * 700-799 grid
 * 800-899 grid
 * 900-999 grid

//Scoring://
//Circle the last correct number in the tested series, on the recording sheet. Date this number, and write error made above next number in the series. Reassess using same recording sheet, re-dating and noting errors (use a different color pen for each assessment window). File recording sheet when task is mastered (see GLE).//

//Analysis://
//Use errors to determine instructional focus://

//Examples://
 * //Children who get stuck at 12 ("teens" are language rule-breakers - some K curricula address the "teens" as a separate math unit)//
 * //Overgeneralization: "98-99-tendy-tendy 1- tendy 2..." (another language issue - shows understanding of the math concept, but overgeneralization of the naming rules)//
 * //Skipping numbers (sometimes an attention issue, sometimes a number sense issue)//
 * //Getting stuck going from one decade to the next (decade transition errors)//

//Here's a great article on "Difficulties Children Face When Learning to Count" that gives excellent background information on the learning that goes into rote counting and counting collections (the latter of which is not addressed with this formative assessment)//

//Contributor://
//Kim M. Bennett, Consultant, Northside Consulting, Hartford, CT//