National Center on

INTENSIVE INTERVENTION
at American Institutes for Research

Teaching Counting

1000 Thomas Jefferson Street, NW

Washington, DC 20007
E-mail: NCII@air.org
1
While permission to reprint this publication is not necessary, the citation should be:

National Center on Intensive Intervention. (2015). Teaching Counting. Washington, DC: U.S. Department of
Education, Office of Special Education Programs, National Center on Intensive Intervention.

This document was produced under the U.S. Department of Education, Office of Special Education Programs,
Award No. H326Q110005. Celia Rosenquist serves as the project officer. The views expressed herein do not
necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement
by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this
website is intended or should be inferred.
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 Contents
1. Teaching Counting: Considerations for Instruction . . . . . . . . . . 4

2. Count to Tell the Number of Objects. . . . . . . . . . . . . . . . . 11

Sample Activity 1: Count to Tell the Number of Objects
Worksheet: Count to Tell the Number of Objects

3. Compare Numbers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Sample Activity 2: Compare Numbers
Worksheet: Compare Numbers

4. “Count On” to Add and Subtract . . . . . . . . . . . . . . . . . . . 26

Sample Activity 3: Count On to Add and Subtract
Worksheets:
a. Counting On to Add
b. Counting On to Subtract

5. Supplemental Materials. . . . . . . . . . . . . . . . . . . . . . . . . . 34
a. Base 10 squares
b. “Mr. Greater Gator” comparison cards
c. “Mr. Greater Gator” comparison poster
d. Addition Flashcards (print on card stock)
e. Subtraction Flashcards (print on card stock)
f. Best time scorecard

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 Teaching Counting:
Considerations for Instruction
Purpose and Overview of Guide
The purpose of this guide is to provide strategies and materials for developing and
implementing lessons for students who need intensive instruction in the area of place value,
numeracy, and counting. Resource room teachers, math interventionists, and others working
with struggling students may find this guide helpful.

Within college- and career-ready standards, place value, numeracy, and counting are
taught in Grades 1-2. This guide may be used as these concepts are introduced, or with
students in higher grade levels who continue to struggle with the concepts.

The guide is divided into four sections:

1. Sequence of skills as defined by college- and career-ready standards
2. A list of important vocabulary and symbols
3. A brief explanation of the difficulties students may have with counting
4. Suggested activities and strategies for teaching counting concepts

Sequence of Skills—College- and Career-

Ready Standards
(The grade level of a standard is represented by the number or letter in parentheses.)
Know number names and the count sequence.
¡¡ Count to 100 by ones and by tens. (K)
¡ Count forward beginning from a given number. (K)
¡ Write numbers from 0 to 20. (K)
¡ Represent a number of objects with a written numeral 0–20. (K)

Count to tell the number of objects.

¡ Understand the relationship between numbers and quantities. (K)

Teaching Counting: Considerations for Instruction

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¡ Connect counting to cardinality. (K)
¡ When counting objects, do the following:
— Say the number names in the standard order. (K)
— Pair each object with one and only one number name, and each number name with
one and only one object. (K)
— Understand that the last number name said tells the number of objects counted. (K)
— Understand that the number of objects is the same regardless of their arrangement
or the order in which they were counted. (K)
— Understand that each successive number name refers to a quantity that is one larger. (K)
¡ Count to answer “How many?” questions about as many as 20 things arranged in a line,
a rectangular array, or a circle, or as many as 10 things in a scattered configuration. (K)
¡ Given a number from 1–20, count out that many objects. (K)

Compare numbers.
¡ Identify whether the number of objects in one group is greater than, less than, or equal
to the number of objects in another group. (K)
¡ Compare two numbers between 1 and 10 presented as written numerals. (K)

Extend the counting sequence.

¡ Count to 120, starting at any number. (1)
¡ Read and write numerals (to 12), and represent a number of objects with a
written numeral. (1)
¡ Count within 1,000. (2)
¡ Skip count by 5s, 10s, and 100s. (2)

Add and subtract within 20.

¡ Relate counting to addition and subtraction. (1)

Teaching Counting: Considerations for Instruction

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Vocabulary and Symbols
The following terms are important for students to understand when working with counting.

Number: Numeral: Counting:

An object used to count. A symbol used to describe Finding the amount of a set.
a number.
0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10
3
57

Cardinal number: Ordinal number: Even:

The amount of a set. A word that shows the order in A number divided evenly by 2.
a set.
1, 2, 3 objects: 0, 2, 4, 6, 8, 10
3 is the cardinal number. third
fifty-seventh

Odd: Quantity: More:

A number not divided evenly The amount of a set. A word describing a set that
by 2. is larger.

1, 3, 5, 7, 9

Less: Equal:
A word describing a set that Two sets have the same amount.
is smaller.

Common Areas of Difficulty

¡ Counting principles
¡ Understanding of numbers and what numbers represent

Five Counting Principles

¡ One-to-one correspondence. When counting, students assign one (and only one)
count to each object of a set. Partitioning and tagging helps with this skill.
— Partition. Touch or move one object.
— Tag. Assign a number to that one object.
¡ Stable order. The order in which students count is stable. In English, we start with 1
and count forward: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. The counting order never changes.
¡ Cardinality. When counting objects in a set, the last count represents the number
of objects in the set. For example, if 5 objects are on the table, the student counts,
“1, 2, 3, 4, 5.” When asked how many objects, the student answers, “5.”

Teaching Counting: Considerations for Instruction

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¡ Abstraction. Counting can be used to count any collection of objects. It does not
matter whether all the objects in the set are the same. “Objects” can also be claps,
sounds, or imaginary objects.
¡ Order-irrelevance. The way objects are counted (e.g., left to right, top to bottom) does not
matter when counting. The counting order does not change the cardinality of the set.

Conceptual Understanding
Manipulatives can be used to help practice counting skills. Some examples of counting
manipulatives include Unifix cubes, clips, toy animals, chips, and candies.

Activities and Strategies Related to

Specific Standards
Know number names and the count sequence.
¡ Teach and sing counting songs. A variety of songs are available on YouTube at
http://www.youtube.com/.
— Don’t always stop counting at 10. Continue counting to 20.
— When counting, show the written numbers that accompany the number word.
¡ Teach skip counting through chants or songs.
— Practice counting with number lines or hundreds charts.

Teaching Counting: Considerations for Instruction

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¡ Give a number (e.g., 6) and count on.
— Start with 6 and count up to 15. Ready? 6, 7, 8, 9, 10, 11, 12, 13, 14, 15.
¡ Present story problems that require counting on.
— Devin had 5 apples in his basket and then he picked some more. Let’s start at 5
and count more apples.
¡ Write numbers.
— Practice motions of writing numbers in rice, pudding, glitter, sand, or dirt.
— Teach appropriate pencil hold.
— Practice writing numbers on paper.
— Learn rhymes for writing numbers.

Number Writing Rhymes

Number 1 is like a stick, a straight line down that’s very quick.

For number 2 go right around, then make a line across the ground.

Go right around, what will it be? Go round again to make a 3.

Down and over and down some more, that’s the way to make a 4.

Go down and around, then you stop, finish the 5 with a line on top.

Make a curve, then a loop, there are no tricks to making a 6.

Across the sky and down from heaven, that’s the way to make a 7.

Make an “S” and then don’t wait, go up again to make an 8.

Make a loop and then a line, that’s the way to make a 9.

¡ Show a set of objects and write the number.

Count to tell the number of objects.

¡ Show a set of objects and count. Partition and tag items as they are counted.
At the end of counting, say the total number of objects in the set.
¡ For example:

Teaching Counting: Considerations for Instruction

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 — There are one (touch the blue dino), two (touch the yellow dino), three (touch the
lime green dino), four (touch the dark green dino), five (touch the orange dino).
There are five dinosaurs.
— I can count these in a different way. There are one (touch the dark green dino), two
(touch the yellow dino), three (touch the orange dino), four (touch the lime green
dino), five (touch the blue dino). There are still five dinosaurs.
¡ Show a set of objects and answer the question, “How many?” For example:
— Place nine chips in a line and ask, “How many?”

— Place nine chips in a rectangle shape and ask, “How many?”

— Place nine scattered chips and ask, “How many?”

¡ Say a number and show that many objects. For example:

— Show me 13 cubes.

Compare numbers.
¡ Show two sets of objects and ask: “Which set has more?” “Which set has less?”
“Are the sets the same or equal?”
¡ Show two written numerals and ask: “Which is more?” “Which is less?” “Are the
numbers the same or equal?”
— At first, choose numbers with a greater difference in magnitude (e.g., 2 and 9,
3 and 8).
— Then, choose numbers closer in magnitude (e.g., 3 and 5, 7 and 8).
— Once place value is introduced, choose numbers that are often confusing
(e.g., 17 and 71, 23 and 32).
¡ Teach signs with the Greater Gator.

Teaching Counting: Considerations for Instruction

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Extend the counting sequence.
¡ Teach counting to 120, starting at any number. Use number lines or hundreds charts.
¡ Teach counting to 1,000, starting at any number.
¡ Reinforce skip counting skills.
— Flash one hand (i.e., five fingers) when counting by fives.
— Flash two hands when counting by tens.

Add and subtract within 20.

¡ Start with a number and count on.
— Start with 4 and count up 2 more. Ready? 4, 5, 6. 4 plus 2 is 6.
— It may be helpful to teach showing the number counted on with fingers:
Ÿ Put the 4 in your head. Now, we count on 2. Ready? 5 (hold up 1 finger), 6
(hold up 2 fingers). 4 plus 2 is 6.

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 2. Count to Tell the Number of Objects
Sample Activities
a) Sample Activity 1: Count to Tell the Number of Objects

Worksheet
a) Count to Tell the Number of Objects

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 Sample Counting Concepts Activity 1:
Count to Tell the Number of Objects
College- and Career-Ready Standards Addressed:

K.CC.4. Understand the relationship between numbers and quantities; connect counting
to cardinality.

a. When counting objects, say the number names in the standard order, pairing each
number with one and only one number name and each number name with one
and only one object.

b. Understand that the last number name said tells the number of objects counted.
The number of objects is the same regardless of their arrangement or the order
in which they were counted.

c. Understand that each successive number name refers to a quantity that is

one larger.

K.CC.5. Count to answer “how many?” questions about as many as 20 things arranged in
a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration;
given a number from 1 to 20, count out that many objects.

Activity One: Using Manipulatives to Demonstrate

Rational Counting
Purpose: Count up to 20 objects in a group; connect counting to cardinality.

Materials: Small, concrete manipulatives such as Unifix cubes, clips, toy

animals, chips, or base-10 blocks (available for download from NCII)

Student Worksheet: Counting Activity 1 (available for download

from NCII)

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Modeling: 1. Review rote counting (i.e., stating the number words in order)
to 20 with the student. (Use nursery rhymes, chants, songs, or
YouTube videos such as Counting Numbers 1–10 or 1–20 Chant!
by ELF Learning to practice rote counting.)

2. Tell the student counting is used to tell how many of something.

3. Place a handful of objects (fewer than 10) in a straight line.

4. Demonstrate touching each object one at a time, slowly, stating

the number word for each object as you touch it. Tell the student
the last number word said tells how many there are. “One, two,
three, four, five, six, seven. The last number I said was seven, so
there are seven animals.”

5. Tell the student, “Let’s do this together. I’ll point and you count
with me.” Repeat touching and counting each object; have the
student count with you while you point.

6. Tell the student, “Now I’m going to move the animals around so
they’re all mixed up.” Take the same set of objects and rearrange
them in a scattered assortment.

7. Ask the student how many animals there are now. Allow the student
to answer, then demonstrate touching each object one at a time,
slowly, stating the number word for each object as you touch it. Tell
the student the last number word said tells how many there are.
“One, two, three, four, five, six, seven. The last number I said was
seven, so there are seven animals.”

8. Confirm with the student that the amount of objects (i.e., the set’s
cardinality) does not change simply because the objects have been
moved around; whether they are in a straight line or all mixed up,
the total amount remains the same.

9. Repeat with at least two more sets of objects (e.g., four Unifix
cubes and 19 chips). Have the student count with you as you
touch each object.

Guided Practice: 1. Place a handful of objects (e.g., 10 candies) on the table in a

random assortment. Point to and touch each object, while the
student counts out loud. Have the student state how many
objects there are on the table.

Activity 1: Sample Counting Concepts

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 2. Now, using the same set of objects, rearrange them to line up in a
straight line. Have the student predict how many there are in the set
now; then, touch each object while the student counts. Have the
student state how many there are and confirm the lined-up set of
objects is the same amount as the original, randomly assorted pile.

3. Repeat with at least two more sets of objects (e.g., six Unifix
cubes, 17 clips).

4. Have the student place a handful of objects (e.g., 12) on the table,
in a random pile. Have the student point to and touch each object,
assigning cardinality to the set. Have the student arrange objects
in a line, predicting how many there are. The student touches and
counts each object again, confirming the amounts are the same.

5. Repeat with at least two more sets of objects (e.g., 18 animals,

20 candies).

Corrective Feedback:

Example 1: Coordination Errors

Student response: The student has difficulty coordinating rote counting (number words)
with touching the objects.

Teacher feedback: Provide an audible signal (e.g., a finger snap, a clap, a small bell) to
signal each transfer between objects.

Example 2: Omission Errors

Student response: The student misses items when counting (i.e., skips over an object
and does not assign it a number word).

Teacher feedback: Have the student physically move each object as it is counted. For example,
the student moves each item from the tabletop to a paper plate or counting mat as it
is counted.

Example 3: Double-Count Errors

Student response: The student touches an item more than once when counting
(i.e., touches an object and says “three,” then touches it again and says “four”).

Teacher feedback: As with Example 2, have the student physically move each object as it
is counted. For example, the student moves each item from the tabletop to a paper plate
or counting mat as it is counted.

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Example 4: Idiosyncratic Counting Sequence Errors

Student response: The student touches items appropriately but does not state numbers
in the correct order (e.g., while counting, states, “one, two, three, five, four, six, seven”).

Teacher feedback: Practice rote counting using chants, songs, nursery rhymes, or videos,
following along by pointing to numbers printed on a number line while counting out loud.

Note: Regardless of the type of counting error, the teacher should always model the correct
response and have the student demonstrate the correct procedure before moving on.

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Activity 1: Sample Counting Concepts

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 Worksheet
Count to Tell the Number of Objects
Objective: Count up to 20 objects in a group to tell “how many.”

Directions: Count, and then write how many objects are in each group.

How many? How many?

How many? How many?

Worksheet: Count to Tell the Number of Objects

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 How many? How many?

How many? How many?

How many? How many?

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Worksheet: Count to Tell the Number of Objects

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 3. Compare Numbers
Sample Activities
a) Sample Activity 1: Compare Numbers

Worksheet
a) Compare Numbers

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 Sample Activity 2: “Mr. Greater Gator”
Comparison Poster
College- and Career-Ready Standards Addressed:

K.CC.6. Identify whether the number of objects in one group is greater than, less than,
or equal to the number of objects in another group (e.g., by using matching and
counting strategies).

Purpose: To compare discrete sets of objects and state whether one group
is greater, lesser, or equal to a second set.

Materials: Small, concrete manipulatives such as Unifix cubes, chips, or base-10

blocks/squares (available for download from NCII)

Three cards depicting “Mr. Greater Gator,” one of each depicting the
gator as a “less than” sign (see below, left), “equal to” sign (see below,
middle), and “greater than” sign (see below, right); cards depicting the
symbols <, >, and = with the words “less than,” “greater than,” and
“equal to” printed below the symbol (available for download from NCII)

Poster for classroom depicting symbols and meanings

(available for download from NCII)

Dry-erase board and markers or paper and pencil

Student Worksheet: Compare Numbers

(available for download from NCII)

Sample Activity 2: Compare Numbers

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Modeling: 1. Introduce the student to “Mr. Greater Gator.” Put three cards on
the table so the student can see them. Explain that greater is
another word for bigger and that when we say one set is greater
than another, that means it has more. Tell the student that Mr.
Greater Gator is very hungry and turns his head to the bigger, or
greater, set, unless they are the same. If the sets are the same,
or equal to, each other, Mr. Greater Gator looks straight ahead
because he can’t decide which to eat first!

2. Put a pile of candies or another object (e.g., 7) on the table.

Then, put a much smaller amount (e.g., 2) on the table, separate
from the first pile.

NOTE: It is important to exaggerate the difference in amount

initially; one set should be markedly larger/smaller than the other.

3. Ask the student which pile is greater (i.e., which pile Mr. Greater
Gator wants to eat). When the student indicates the first pile,
show all three cards of Mr. Greater Gator. Place Mr. Greater Gator
between the piles with his mouth open to the larger amount.

4. Tell the student Mr. Greater Gator is very hungry, so his head is
turned toward the greater pile. Tell the student we say this set
(point to 7) is greater than (point to greater than sign) this set
(point to 2).

5. Repeat with sets of, for example, 1 and 9, 2 and 2, and 8

and 3. For each comparison, state whether one set is greater
than, less than (i.e., smaller than), or equal to (i.e., the same
as) its counterpart.

6. Clear the table of candies. Agree with the student that, so far,
it was easy to tell which pile of candy Mr. Greater Gator wanted
to eat because you could see by looking at the piles which
one was greater (or if they were equal). Tell the student that
sometimes you can’t tell just by looking which pile is greater.

Sample Activity 2: Compare Numbers

20
7. Put 10 candies on the table in a pile; in a separate pile,
put 9 candies.

9 < 10

8. Ask the student if he or she can tell just by looking which pile
is greater. When the student indicates that he or she can’t,
suggest that the student count each pile to find out which one
has more.

9. Line up the candies from the first pile. Touch each candy while
counting out loud. State that there are 9 candies, and write “9”
on the dry-erase board. Tell the student we write “9” to help us
remember there are 9 candies in this pile.

10. Line up the candies from the second pile. Touch each candy
while counting out loud. State there are 10 candies in the
second pile, and write “10” on the dry-erase board. Tell the
student we write “10” to help us remember there are 10
candies in that pile.

11. Tell the student you know Mr. Greater Gator should eat the 10
because 10 is greater than 9. Place the appropriate card between
the 9 and 10.

12. Tell the student that to show which number is bigger, you can
draw just Mr. Greater Gator’s mouth. The gator’s mouth is the
sign we use in mathematics to tell which number is bigger than
the other. Move the card aside and write “<” on the board.
Point to the sign and then trace it on the gator’s mouth. Tell the
student that this sign means “less than.” Read to the student
while pointing to each symbol: “9 is less than 10.”

13. Repeat with sets of, for example, 5 and 5, and 8 and 7.

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 Guided Practice: 1. Place a set of objects (e.g., 8 candies) on the table, in a random
assortment. Place a second set of objects (e.g., 5 candies) on the
table in a separate pile.

2. Ask the student to decide which pile is greater. Have the student
touch and count each pile, and write the amounts on the board.

3. Have the student write “<,” “>,” or “=” between the numbers.

4. Have the student read the equation out loud, using the correct
vocabulary: greater than, less than, or equal to.

5. Repeat with at least six examples so that the student has

practice with each symbol (e.g., 2 and 2, 5 and 7, 8 and 3, 10
and 10, 4 and 6, 9 and 5).

Corrective Feedback:

Example 1: Counting Errors

Student response: The student makes coordination, omission, double-count, or

idiosyncratic sequencing counting errors.

Coordination Errors
Student response: The student has difficulty coordinating rote
counting (number words) with touching the objects.

Teacher feedback: Provide an audible signal (e.g., a finger snap,

clap, or small bell) to signal each transfer between objects.

Omission Errors
Student response: The student misses items when counting (i.e.,
skips over an object and does not assign it a number word).

Teacher feedback: Have the student physically move each object as

it is counted. For example, the student moves each item from the
tabletop to a paper plate or counting mat as it is counted.

Double-Count Errors
Student response: The student touches an item more than once
when counting (i.e., touches an object and says “three,” then touches
it again and says “four”).

Teacher feedback: As with Example 2, have the student physically

move each object as it is counted. For example, the student moves
each item from the tabletop to a paper plate or counting mat as it
is counted.

Sample Activity 2: Compare Numbers

22
 Idiosyncratic Sequencing Counting Errors
Student response: The student touches items appropriately but does
not state numbers in the correct order (e.g., while counting, states,
“one, two, three, five, four, six, seven”).

Teacher feedback: Practice rote counting using chants, songs, nursery

rhymes, or YouTube videos, following along by pointing to numbers
printed on a number line while counting out loud.

Example 2: Writing Errors

Student response: The student selects the appropriate “Mr. Greater Gator” card when
comparing sets but struggles to write the symbol.

Teacher feedback: Using a utility knife or sharp scissors, cut out the shape of the mouth
on the card so that the student uses the cut-out portion as a stencil and uses a pencil to
trace the symbol correctly.

Example 3: Naming Errors

Student response: The student writes the number sentence correctly but has difficulty
remembering the terminology “greater than,” “less than,” and “equal to.”

Corrective feedback: Create cards (or posters) with the symbol printed directly above the
word. Leave the cards on the desk (or the poster on the wall) for the student to refer to
when working on this skill.

For all errors, the teacher should always model the correct response and have the student
demonstrate the correct procedure before moving on.

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 Worksheet
Compare Numbers
Objective: Compare discrete sets of objects using correct vocabulary (greater than, less
than, or equal to).

Directions: Students count the number of objects in a set and write the number below
each set. They then compare the two numbers to determine whether the first is greater
than, less than, or equal to the second. Write the correct symbol (<, >, =) in the middle
box of the “compare” row.

Example:

Count 8 5

Compare 8 > 5

Count

Compare

blank blank

Count blank blank blank

Compare blank blank blank

Worksheet: Compare Numbers

24
 blank blank

Count blank blank blank

Compare blank blank blank

blank blank

Count blank blank blank

Compare blank blank blank

blank blank

Count blank blank blank

Compare blank blank blank

blank blank

Count blank blank blank

Compare blank blank blank

blank blank

Count blank blank blank

Compare blank blank blank

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Worksheet: Compare Numbers

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 4. “Count On” to Add and Subtract
Sample Activities
a) Sample Activity 1: “Count On” to Add and Subtract

Worksheets
a) Counting On to Add
b) Counting On to Subtract

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 Sample Activity 3: “Count On” to Add and Subtract
College- and Career-Ready Standards Addressed:

K.CC.2. Count forward beginning from a given number within the known sequence

(instead of having to begin at 1).

K.CC.7. Compare numbers between 1 and 10 presented as written numerals.

1.OA.5. Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

Part One: “Counting On” to Add

Purpose: Use the “minute” strategy to count on when adding two numbers
within 20.

Materials: Addition flashcards (available for download from NCII)

Timer

The Best Time Scorecards (available for download from NCII)

Small prizes (e.g., stickers, smiley-face stamps, free time on

computer, goldfish crackers, and so on)

Student Worksheet: “Counting On” to Add (available for

download from NCII)

Modeling: 1. Show the student the flashcards and scorecard. Explain to the
student that you are going to play a game in which the goal is for
the student to beat his or her own score. Tell the student that his
or her score is the number of flashcards he or she can answer
correctly in one minute.

2. Tell the student that the fastest way to answer cards correctly is to
know the answer right away. But, if the student gets a card he or
she doesn’t already know, he or she should “count up” on his or
her fingers to find the answer.

3. Show the student the first flashcard in the pile (e.g., 2 + 2). Say,
“2 + 2. I know this one! 2 + 2 equals 4.”

Sample Activity 3: “Count On” to Add and Subtract

27
 4. Show the student the next flashcard (e.g., 7 + 4). Pretend to not
know the answer. Say, “Hmmm. 7 + 4. I don’t remember this one.
I need to count up to find the answer. To do that, I put the bigger
number in my head. I count up the smaller number on my fingers.
7 is the bigger number. 4 is the smaller number. I put 7 in my
head. I put 4 on my fingers.” Hold up 4 fingers.

5.
“I start counting with the bigger number. I keep counting up until
I’ve counted on all the fingers I’m holding up. Then, my answer will
be the last number I say! Watch me. 7…8, 9, 10, 11.” (Wiggle each
finger as you count.) “The last number I say is the answer. So, 11
is the answer. 7 + 4 equals 11!”

6. Show the student the next flashcard. This time, the first addend
should be larger than the second addend (e.g., 3 + 6). Remind the
student of the commutative property of addition. That is, addends
can be added in any order without changing the total amount:
3 + 6 = 6 + 3. Ask the student which is the larger number, 3 or 6.
Repeat step 5 with this flashcard.

7. Repeat with three more flashcards from the pile, modeling by

thinking aloud to count up for each card.

Guided Practice: 1. Shuffle the cards and put the pile face down on the table.

2. Tell the student that he or she will have a short amount of time
(one minute) to answer as many cards as possible and that you
will put the score on the scorecard. Then, he or she will have
another minute to try to beat the score. If he or she does, he or
she wins the game and gets to have a prize. (See the list of
materials for suggested prizes.)

3. Remind the student that the best way to score points is to know the
answer to the math problem as quickly as possible. But, if he or she
doesn’t know the answer, he or she should count up to find it.

4. Set timer for one minute, and turn cards over one at a time for
the student to answer. If the student answers correctly, put the
card in a “correct” pile. If the student answers incorrectly, have
him or her repeat that card immediately, counting up to get the
correct answer. Assist the student, as needed. Then, put that
card in the “correct” pile.

Sample Activity 3: “Count On” to Add and Subtract

28
 5. After the timer beeps, count the number of correctly answered
cards, and mark that score on the scorecard. Then, shuffle the
cards and allow the student to repeat for a chance to beat the
score. If he or she does, mark that score on the scorecard and
reward the student with a prize. If he or she does not, set the
timer and provide one more opportunity. Mark on the scorecard
the highest score for the day and attempt to beat that score the
next time you play.

Part Two: “Counting On” to Subtract

Purpose: Use a counting-on strategy to determine the difference between
two numbers.

Materials: Subtraction flashcards (available for download from NCII)

Timer

Graph to record performance data (available for download from NCII)

Small prizes (e.g., stickers, smiley-face stamps, free time on

computer, goldfish crackers, and so on)

Student Worksheet: “Counting On” to Subtract

Modeling: 1. Show the student the flashcards and scorecard (available for
download from NCII). Explain to the student that you are going to
play a game in which the goal is for the student to beat his or her
own score. Tell the student that his or her score is the number of
flashcards answered correctly in one minute.

2. Tell the student that the fastest way to answer cards correctly is
to know the answer right away. But, if the student gets a card he
or she doesn’t already know, he or she should “count up” on his
or her fingers to find the answer.

3. Show the student the first flashcard in the pile (e.g., 2 – 1). Say,
“2 – 1. I know this one! 2 – 1 equals 1.”

4. Show the student the next flashcard (e.g., 8 – 5). Pretend to not
know the answer. Say, “Hmmm. 8 – 5. I don’t remember this one. I
need to count on to find the answer. To do that, I put the smaller
number in my head. I count up to the bigger number. The number
of fingers I have up is my answer. 5 is the smaller number. 8 is the
bigger number. I put 5 in my head. I count up on my fingers until I
get to the bigger number.”

5. “I hold the smaller number in my head. I keep counting up until I

29
 get to the bigger number. I put up another finger for each number
word I say. Then, my answer will be the number of fingers I have
up! Watch me. 5! (Close your fist as if you are grabbing something
and holding it tight.) 6 (hold up 1 finger)…7 (hold up 2 fingers)…8
(hold up 3 fingers). I have 3 fingers up, so the answer is 3. 8 – 5
equals 3!”

6. Show the student the next flashcard (e.g., 14 – 6). Remind the
student that with subtraction, it’s important to always hold the
smaller number in his or her head and count up to the larger
number. The answer will be the number of fingers up. Ask the
student which is the larger number, 14 or 6. Repeat step 5
with this flashcard.

7. Repeat with three more flashcards from the pile, modeling by

thinking aloud to count up for each card.

Guided Practice: 1. Shuffle the cards and put the pile face down on the table.

2. Tell the student he or she will have a short amount of time (one
minute) to answer as many cards as possible, and that you will
put the score on the scorecard. Then, he or she will have another
minute to try to beat the score. If he or she does, he or she wins
the game and will get to have a prize. (See the list of materials
for suggested prizes.)

3. Remind the student that the best way to score points is to know the
answer to the math problem as quickly as possible. But, if he or she
doesn’t know the answer, he or she should count up to find it.

4. Set the timer for one minute, and turn the cards over one at a time
for the student to answer. If the student answers correctly, put the
card in a “correct” pile. If the student answers incorrectly, have him
or her repeat that card immediately, counting up to get the correct
answer. Assist the student, as needed. Then, put that card in the
“correct” pile.

5. After the timer beeps, count the number of correctly answered

cards and mark that score on the scorecard. Then, shuffle the
cards and allow the student to repeat for a chance to beat the
score. If he or she does, mark that score on the scorecard and
reward the student with a prize. If he or she does not, set the
timer and provide one more opportunity. Mark on the scorecard
the highest score for the day, and attempt to beat that score the
next time you play.

Sample Activity 3: “Count On” to Add and Subtract

30
Corrective Feedback:

Student response 1: The student has difficulty coordinating rote counting (number words)
with each finger count.

Teacher feedback: Provide an audible signal (e.g., a finger snap, clap, or small bell) or
touch the fingers for the student to signal each transfer between objects.

Student response 2: The student has difficulty identifying the larger addend.

Teacher feedback: Provide a number line for the student to find the two addends and
determine which one is larger (i.e., the addend that is farther to the right on the number
line). Have the student demonstrate the correct response before moving on.

Student response 3: The student includes the first addend as the first finger counted up.

Teacher feedback: Have the student touch the table with his or her arm while stating
the first addend out loud, and then continue counting up on fingers. Have the student
demonstrate the correct response before moving on.

For all errors, model the process and have the student demonstrate the correct
response before moving on.

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31
 Worksheet
“Counting On” to Add
Objective: Add using the “counting on” strategy to find the sum of two numbers.

Directions:
1. Start with the bigger number in your head.
2. Count up the smaller number on your fingers.
3. The answer is the last number you say.

Example: 7 + 4 =
1. 7 is the bigger number. We start counting with 7.
2. Count up the smaller number with your fingers.

7 8 9 10 11

3. The answer is the last number: 11.

Practice
3+1= 4+2=
2+2= 5+3=
9+3= 8+5=
7+6= 5+5=
2+8= 8+8=
3+6= 5+9=

1000 Thomas Jefferson Street, NW

Washington, DC 20007
E-mail: NCII@air.org
32
 Worksheet
“Counting On” to Subtract
Objective: Subtract using the “counting on” strategy to find the difference between two
numbers.

Directions:
1. Start with the smaller number in your head.
2. Count up to the bigger number with your fingers.
3. The answer is the number of fingers you have up.

Example: 8 – 5 =
1. 5 is the smaller number. We start counting with 5.
2. Count up to the bigger number (8) with your fingers.

5 6 7 8

3. We’re holding up three fingers, so the answer is 3.

Practice
5–1= 4–3=
6–2= 8–4=
9–3= 10 – 6 =
13 – 5 = 9–4=
17 – 8 = 14 – 5 =
15 – 12 = 18 – 7 = 3777f_01/14

Student Worksheet: “Counting On” to Subtract

33
 5. Supplemental Materials
(used across activities)
a. Base 10 squares
b. “Mr. Greater Gator” comparison cards
c. “Mr. Greater Gator” comparison poster
d. Addition Flashcards
e. Subtraction Flashcards
f. Best time scorecard

3777_01/15

1000 Thomas Jefferson Street, NW

Washington, DC 20007
E-mail: NCII@air.org
34
Supplemental Materials: Base 10 Squares

35
 3777h_01/14

Supplemental Materials: Base 10 Squares

36
 Less
Than

Equal
To

Greater
Than

Supplemental Materials: Greater Gator Comparison Cards

37
 Less Than

Equal To

Greater Than
Supplemental Materials: Greater Gator Comparison Cards
38
 Less Than

Equal To

Greater Than
3777k_12/14

Supplemental Materials: Greater Gator Comparison Cards

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Less Than Equal To Greater Than

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Supplemental Materials: Greater Gator Comparison Poster
40
1+1= 1+2=

1+3= 1+4=

1+5= 1+6=

1+7= 1+8=
Supplemental Materials: Addition Flashcards
41
3 2
5 4
7 6
9 8
42
1+9= 1+10=

1+0= 2+0=

2+1= 2+2=

2+3= 2+4=
Supplemental Materials: Addition Flashcards
43
11 10
2 1
4 3
6 5
44
2+5= 2+6=

2+7= 2+8=

2+9= 2+12=

3+0= 3+1=
Supplemental Materials: Addition Flashcards
45
8 7
10 9
14 11
4 3
46
3+2= 3+3=

3+4= 3+5=

3+6= 3+7=

3+8= 3+9=
Supplemental Materials: Addition Flashcards
47
6 5
8 7
10 9
12 11
48
3+10= 4+0=

4+1= 4+2=

4+3= 4+4=

4+5= 4+6=
Supplemental Materials: Addition Flashcards
49
4 13
6 5
8 7
10 9
50
4+7= 4+8=

4+9= 4+10=

5+0= 5+1=

5+2= 5+3=
Supplemental Materials: Addition Flashcards
51
12 11
14 13
6 5
8 7
52
5+4= 5+5=

5+6= 5+7=

5+8= 5+9=

5+10= 6+0=
Supplemental Materials: Addition Flashcards
53
10 9
12 11
14 13
6 15
54
6+1= 6+2=

6+3= 6+4=

6+5= 6+6=

6+7= 6+8=
Supplemental Materials: Addition Flashcards
55
8 7
10 9
12 11
14 13
56
6+9= 6+10=

7+0= 7+1=

7+2= 7+3=

7+4= 7+5=
Supplemental Materials: Addition Flashcards
57
16 15
8 7
10 9
12 11
58
7+6= 7+7=

7+8= 7+9=

7+10= 8+0=

8+1= 8+2=
Supplemental Materials: Addition Flashcards
59
14 13
16 15
8 17
10 9
60
8+3= 8+4=

8+5= 8+6=

8+7= 8+8=

8+9= 8+10=
Supplemental Materials: Addition Flashcards
61
12 11
14 13
16 15
18 17
62
9+0= 9+1=

9+2= 9+3=

9+4= 9+5=

9+6= 9+7=
Supplemental Materials: Addition Flashcards
63
10 9
12 11
14 13
16 15
64
9+8= 9+9=

10+0= 10+1=

10+2= 10+3=

10+4= 10+5=
Supplemental Materials: Addition Flashcards
65
18 17
11 10
13 12
15 14
66
10+6= 10+7=

10+8= 0+0=

Supplemental Materials: Addition Flashcards

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 0
17
18
16

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0–0= 1–0=

1–1= 2–0=

2–1= 2–2=

3–0= 3–1=
Supplemental Materials: Subtraction Flashcards
69
1 0
2 0
0 1
2 3
70
3–2= 3–3=

4–0= 4–1=

4–2= 4–3=

4–4= 5–0=
Supplemental Materials: Subtraction Flashcards
71
0 1
3 4
1 2
5 0
72
5–1= 5–2=

5–3= 5–4=

5–5= 6–0=

6–1= 6–2=
Supplemental Materials: Subtraction Flashcards
73
3 4
1 2
6 0
4 5
74
6–3= 6–4=

6–5= 6–6=

7–7= 7–1=

7–2= 7–3=
Supplemental Materials: Subtraction Flashcards
75
2 3
0 1
6 0
4 5
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7–4= 7–5=

7–6= 7–7=

8–0= 8–1=

8–2= 8–3=
Supplemental Materials: Subtraction Flashcards
77
2 3
0 1
7 8
5 6
78
8–4= 8–5=

8–6= 8–7=

8–8= 9–0=

9–1= 9–2=
Supplemental Materials: Subtraction Flashcards
79
3 4
1 2
9 0
7 8
80
9–3= 9–4=

9–5= 9–6=

9–7= 9–8=

9–9= 10–0=
Supplemental Materials: Subtraction Flashcards
81
5 6
3 4
1 2
10 0
82
10–1= 10–2=

10–3= 10–4=

10–5= 10–6=

10–7= 10–8=
Supplemental Materials: Subtraction Flashcards
83
8 9
6 7
4 5
2 3
84
10–9= 10–10=

11–0= 11–1=

11–2= 11–3=

11–4= 11–5=
Supplemental Materials: Subtraction Flashcards
85
0 1
10 11
8 9
6 7
86
11–6= 11–7=

11–8= 11–9=

12–2= 12–4=

12–7= 12–9=
Supplemental Materials: Subtraction Flashcards
87
4 5
2 3
8 10
3 5
88
12–3= 13–8=

13–4= 13–2=

13–5= 14–5=

14–7= 14–6=
Supplemental Materials: Subtraction Flashcards
89
5 9
11 9
9 8
8 7
90
14–8= 15–4=

15–7= 15–9=

15–6= 16–7=

16–8= 16–9=
Supplemental Materials: Subtraction Flashcards
91
11 6
6 8
9 9
7 8
92
17–9= 18–9=

Supplemental Materials: Subtraction Flashcards

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 9
8

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Best Time Scorecard

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