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Topic: Assessment
Replies: 59   Last Post: Feb 24, 2004 1:40 PM

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 Susan Daniel Posts: 2 Registered: 12/3/04
INVESTIGATIONS KINDERGARTEN Observational Checklist for Counting
Posted: Jul 22, 2002 1:47 AM

Observational Checklist For Counting
[Note: I can't get my grid to print out here but I put the following
in boxes across the top & spaces for students' names in column down
the left.]
Name
Rote Counting
One-to-OneCorrespondence
Keeping Track
Connecting#s toQuantities
Conservation
Counting By Groups
1___________
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

ROTE COUNTING: STs need to know the # names & their order by rote.
Being able to say ÃÂone, two, three, for, five, six, seven, eight,
nine, tenÃÂ does not necessarily indicate that STs know what those
counting words mean.
STs also need to use #s in meaningful ways if they are to build an
understanding of quantity & # relationships.
ONE-TO-ONE CORRESPONDENCE: To count accurately, a ST must know that
one # name stands for one object that is counted.
KEEPING TRACK: Another imp part of counting accurately is being able
to keep track of what has been counted & what still remains to be
counted.
As STs first begin to count sets of objs, they often count some objs
more than once & skip other objs altogether.
STs develop strategies for organizing & keeping track of a count as
they realize the need & as they see others use such strategies.
CONNECTING #s TO QUANTITIES: We use #s both to count a set of objs &
to describe the quantity of those #s.
-the ordinal sequence of the #s
-the cardinal meaning of those #s
Being able to count accurately using the ordinal sequence is not the
same as knowing that when we are finished counting, the final # in our
sequence tells the quantity of the things we have counted.
CONSERVATION: of # involves understanding that three is always three,
whether itÃÂs three objs pushed/linked together
/three objects spread apart in a line /some other formation.
Many do not understand this idea- they think the larger the
arrangement of objs, the more objs there are.
Being able to conserve quantity is not a skill that can be taught: it
is a cognitive process that develops as C grow & develop.
COUNTING BY GROUPS: Counting a set of objs by equal groups, such as
twos, requires steps.
First, STs need to know the 2ÃÂs sequence (2,4,6,8 . . .) by rote.
They need to realize that one # in this count sequence represents two
objs
& that ea time they say a # they are adding another group of two to
their count.
They have to keep track while counting groups.
Most STs will not count by groups in a meaningful way until first/

Date Subject Author
10/12/98 Chris Mainhart
11/24/98 Carol M.
12/3/98 Chris Mainhart
4/15/99 Amy Shea
4/16/99 Chris
4/25/99 Rachel Boario
5/19/99 Rachel Boario
5/19/99 Laurette Darling
5/21/99 Rachelle Tome
3/30/00 Cheryl Ogburn
6/26/00 Becky Knott
2/15/01 Connie Early
4/13/01 Sharon
2/5/02 Jolie Hendricks
10/14/99 RACHELLE TOME
6/19/00 Becky Knott
8/22/00 Jennifer
10/26/00 Wendy Gulley
10/26/00 Mary Daily
2/15/01 Connie Early
8/24/01 Cynthia Seguin
5/2/02 Linda Marshall
10/4/02 Jennifer
10/8/02 Alma Biasiolli
10/9/02 Sarah Merrick
10/9/02 Susan Surby
10/10/02 Cynthia Garland-Dore
10/10/02 Amy
6/8/03 Paula Montaquila
7/23/03 Cheryl Slattery
7/30/03 Jill Plummer
7/31/03 Rachelle Tome
8/1/03 Remy Poon
10/3/03 Jeanie Achord
2/23/04 maria descamps
2/23/04 Cynthia Garland-Dore
2/24/04 Laurie King
2/4/00 Sue Tomford
3/30/00 Cheryl Ogburn
6/23/00 Alicia Socha
6/24/00 Karen Fredricks
6/29/00 Mary Kay Archer
2/15/01 Connie Early
8/22/00 Jennifer
5/5/02 jolly
7/24/01 Sharon Dentler
1/13/02 Amy P.
1/13/02 Cindy Stogsdill
3/18/02 Barbara Pezze
3/19/02 Judy Reed
5/1/02 Kim
5/5/02 Rachelle Tome
5/7/02 Jill Laurila
5/8/02 Cindy Stogsdill
7/22/02 Susan Daniel
11/27/02 Ray McQuire
8/25/03 Gilma Moreno
9/23/03 Valverde
2/24/04 Linda Boland