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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
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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 “one, two, three, for, five, six, seven, eight,
nine, ten” 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 it’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 2’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/
second grade.





Date Subject Author
10/12/98
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Chris Mainhart
4/15/99
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4/25/99
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Rachel Boario
5/19/99
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5/19/99
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5/21/99
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6/26/00
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Becky Knott
2/15/01
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Connie Early
4/13/01
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Sharon
2/5/02
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10/14/99
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6/19/00
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Jennifer
10/26/00
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10/26/00
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2/15/01
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8/24/01
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5/2/02
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10/4/02
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10/8/02
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Alma Biasiolli
10/9/02
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Sarah Merrick
10/9/02
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Susan Surby
10/10/02
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Cynthia Garland-Dore
10/10/02
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Amy
6/8/03
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Paula Montaquila
7/23/03
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Cheryl Slattery
7/30/03
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Jill Plummer
7/31/03
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Rachelle Tome
8/1/03
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Remy Poon
10/3/03
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Jeanie Achord
2/23/04
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maria descamps
2/23/04
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Cynthia Garland-Dore
2/24/04
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Laurie King
2/4/00
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Sue Tomford
3/30/00
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Cheryl Ogburn
6/23/00
Read Creating a checklist for teachers
Alicia Socha
6/24/00
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Karen Fredricks
6/29/00
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Mary Kay Archer
2/15/01
Read Re: Re: Re: Creating a checklist for teachers
Connie Early
8/22/00
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Jennifer
5/5/02
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jolly
6/24/01
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Jamie Hamada
7/24/01
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Sharon Dentler
1/13/02
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Amy P.
1/13/02
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Cindy Stogsdill
3/18/02
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Barbara Pezze
3/19/02
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Judy Reed
5/1/02
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Kim
5/5/02
Read Re: portfolio
Rachelle Tome
5/7/02
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Jill Laurila
5/8/02
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Cindy Stogsdill
7/22/02
Read INVESTIGATIONS KINDERGARTEN Observational Checklist for Counting
Susan Daniel
11/27/02
Read Portfolios
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8/25/03
Read Rubrics K-1
Gilma Moreno
9/23/03
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Valverde
2/24/04
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Linda Boland

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