
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 OnetoOneCorrespondence 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 ÃÂone, two, three, for, five, six, seven, eight, nine, tenÃÂ 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. ONETOONE 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 itÃÂs 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 2ÃÂs 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.

