Where to Next: Moving from "Counting 3 Times" to "Counting On"

Student Work Sample Video: Where to Next For This Student?

Strategy Being Used: Counting Three Times

Counting Three Times - Explanation Video

More 'Counting Three Times' info in the blog post.

In the student work video, the student created a model to represent a balanced equation. When she composed each side of the balanced equation she counted each part individually and then recounted all cubes, starting at one, to find the total. This is called counting three times.

She modelled both numbers in the equation using cubes. She counted out 3 black cubes to represent the 3, and 6 yellow cubes to represent 6.

Where To Next: Consider the Continuum from 'What to Look For' by Alex Lawson

Where to Next? Counting On 

Looking at the continuum on page 4 of the What To Look For text by Alex Lawson, we can see that a possible next step should be counting on. This would be a more efficient strategy for the student as she would not have to count one "part" of the equation. A student using this strategy select one of the numbers and would count up from it. For example; start at 3 and count on 6.

'Counting On' - Explanation Video

More 'Counting On' info in the blog post.

Activities to Get You There:

When developing questions to support your students using the strategy of counting on keep one of the numbers small, to encourage success. A great activity to get started with reinforcing counting on is Dots and Numbers Dice, found on page 163 of the What To Look For text. Other activities include Real Counting On, Hide the Counters, Missing Part Cards, Piggy Bank Wars, Riddles with Tiles, Salute and Snakes and Ladders