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| WRITING | THE ONE-MINUTE
TEACHER | FUN PAGE
The
One-Minute Teacher
Teaches
Rote Counting Skills From a Number to a Number (Forward)
(Page 1)
Rationale:
Until a student has well-developed counting skills, all other aspects
of arithmetic will be difficult or impossible for them to do. Fluent counting
skills are the basis for most other activities in arithmetic. There are
a number of different components which make up the realm of counting skills
that every student needs to be taught before he/she attempts to learn
more advanced arithmetic operations such as addition or subtraction. Counting
forwards is essential for addition. To the extent that we do not prepare
the student with fluent counting skills, the task of teaching ari thmetic
will be problematic. In this exercise we will teach rote counting from
a number to a number forward and practice until the fluency level of 200
counts/minute with 2 or fewer errors is reached.
Materials:
The numbers as printed from a particular number to some other
number (forward). A second blank sheet of paper.
69 70 71 72 73 74 (6)
37 38 39 40 41 (11)
81 82 83 84 85 86 87
88 89 (20)
10 11 12 13 (24)
61 62 63 64 65 66
(30)
32 33 34 35 (34)
4 5 6 7
8 9 10
(41)
22 23 24 25 26 27 28
(48)
1 2 3 4
(52)
46 47 48 49 50 51 52
53 (60)
90 91 92 93 94 (65)
67 68 69 70 71 72
(71)
97 98 99 100 (75)
Rote
Counting from a number to a number (forward). See and Say Numbers Forward
This task should be done for a couple of minutes each day until the student
counts quickly and easily without errors from any number to any other
number.
Task 1: Counting from a number to a number
Say to the student, "Now we are going to learn to count from different
numbers. I am going to count from 69 to 74. I will touch each number and
say it. Listen." Touch each number from 69 to 74 and say it. "Listen
again." Touch each number from 69 to 74 and say it again. "69,
70, 71, 72, 73, 74."
"Count
from 69 to 74 with me. I will touch the numbers. When I touch the numbers
we will both say them. Ready." (Signal) Touch each number and count
from 69 to 74 with the student.
Say,
"Now try that all by yourself. Touch each number and count from 69
to 74. Ready." (Signal) Listen while the student counts from 69 to
74 on his/her own. Say, "You did it. Good counting. Do that for me
one more time. Ready." (Signal)
Correction
Procedure:
If the student has difficulty counting from 69 to 74, change the task.
Cover the last two numbers and count from 69 to 72. When the student can
reliably count to 72, add the last 2 numbers and count to 74.
Repeat
Task 1 with the rest of the numbers above.
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