What kinds of strategies can children use to help them count?
All of the children began counting a variety of collections.
S pointed one-by-one as she arranged the stones in a line to help her keep track.
Candis: “How many stones do you have?”
S: “It’s 43, no 44.”
Candis: “How can you be certain?”
S counts the collection again, from one end of the line to the other.
S: “It’s 44. I know it’s 44.”
Candis: “How many stones do you have?”
S: “It’s 43, no 44.”
Candis: “How can you be certain?”
S counts the collection again, from one end of the line to the other.
S: “It’s 44. I know it’s 44.”
L., J., and E. used number lines to keep track of their collections.
S. and R. used 100s boards to help them count a larger collection.
M. began drawing a picture of his collection.
S. made 6 lines of 10 pennies and 1 line of 6.
S: “Look! It’s 66 pennies!”
S: “Look! It’s 66 pennies!”
As the children count higher numbers, which strategies will they continue to use?
