To count on fluently from a given number.
Tell children that you are going to start counting and they are to continue counting from where you stop. For example, if you say, “5, 6, 7, 8”, the children should continue counting from 9 for several more numbers. You may need to do this together once or twice so that children understand what they are to do.
When children are ready, have them count on from larger numbers. For example, begin with 16, 27, or 31 depending on the needs and abilities of your class. Make sure that some of the numbers you choose require children to cross decades. Successfully moving from one decade to the next can be challenging for children and require practice. To challenge your class, you can suggest counting on from a number by twos or fives.
Part 1 focuses on counting on starting at numbers <10. Part 2 moves to counting on from larger numbers, paying specific focus to crossing decades. The extension challenges to count on from a number by twos or fives.
I’m going to start counting from a number < 10 and you keep going. (You may opt to have a child lead this activity once they have had practice).
While children are enjoying their building of mastery, feel free to repeat. When children are eager for more, try Part 2.
I’m going to start counting on from a number > 10 and you keep going. (You may opt to have a child lead this activity once all children have had practice).
As always, when children seem excited for a new challenge, move on.
I’m going to start counting on from a number, but this time you keep going by twos (or fives). (You may opt to have a child lead this activity once they have had practice).