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Having spent the majority of my professional life teaching secondary math and mentoring intermediate (grades 7 to 10) math teachers, my new role as K-12 math consultant has led me down a path to new knowledge that I wish I had during my years spent in the classroom. In the past, my conversations with middle and high school teachers about student learning needs always seemed to land on gaps in student understanding, however rarely were we able to dig back far enough in the math continuum of learning to determine exactly where those gaps began.

Despite the fact that Rochel Gelman and Randy Gallistel introduced five principles of counting in 1978, this resource will introduce those five and an additional five that are very useful to help students build a deeper understanding of counting and quantity of number.

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Counting Principles - Counting, Quantity and Cardinality

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Having spent the majority of my professional life teaching secondary math and mentoring intermediate (grades 7 to 10) math teachers, my new role as K-12 math consultant has led me down a path to new knowledge that I wish I had during my years spent in the classroom.

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I am beyond excited to be starting a new blog series in math.

This the first of nine blog posts that I have written about the basic concepts of number sense which I will be posted soon!

Follow me on bloglovin' to know when the new posts will be coming out!

Developing Number Sense: Principles of Counting

All concepts of number sense need to be actively taught. Stable order principle is one of the first concepts of counting that children learn! Children will often be able to understand stable order before they actually have an understanding of what numbers mean or what they represent.

Stable Order Principle

This principle is one of the most basic principles of numbers and parents often think that this is one of the only concepts children need to know.

It is the simple concept that the sequence for how we count always stays the same.

For example, it is always 1, 2, 3, 4, 5, 6, etc. as are displayed in the images above.

Once students have firmly grasped this concept they have developed the first concept of number sense!

Practice

Reading counting books, singing simple number songs, repetitive counting and consistent modelling help students develop this concept of number sense and correct errors that may come.

We practice fluency with numbers in number lines by using various representations of numbers. This allows students to easily understand that any number is not just a number but that it can be represented in many different ways and I love how this activity supports the development of stable order!

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Hi! I'm Pamela and I'm a curriculum developer for kindergarten to grade 3 students. On my blog, I share classroom tips, teaching ideas and a variety of resources that are helpful to primary students. I love to share my journey teaching in a full day kindergarten classroom as FDK is a wonderful environment to explore play based learning!

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Description
Understand the relationship between numbers and quantities by counting, producing, and constructing the numbers 0-10 as well as developing 5 as a benchmark.

Hook

Have students write their first name and guess how many letters are in it. Technology option: Have students play Five Frame. Only use games 1-3.

Lessons

ARC Assessement

Have students grab a handful of any small manipulative (counters, marbles, bears, snap cubes, etc.) and count it out to identify the following:

How many total items are there?

How many would there be if one more was added?

How does your number compare with the number 5 and the number 10?

Available as a handout (PDF)
Technology Resources

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Counting Strategies - National Council of Teachers of Mathematics

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Description Understand the relationship between numbers and quantities by counting, producing, and constructing the numbers 0-10 as well as developing 5 as a benchmark. Have students write their first name and guess how many letters are in it. Technology option: Have students play Five Frame. Only use games 1-3.

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Having spent the majority of my professional life teaching secondary math and mentoring intermediate (grades 7 to 10) math teachers, my new role as K-12 math consultant has led me down a path to new knowledge that I wish I had during my years spent in the classroom. In the past, my conversations with middle and high school teachers about student learning needs always seemed to land on gaps in student understanding, however rarely were we able to dig back far enough in the math continuum of learning to determine exactly where those gaps began.

Despite the fact that Rochel Gelman and Randy Gallistel introduced five principles of counting in 1978, this resource will introduce those five and an additional five that are very useful to help students build a deeper understanding of counting and quantity of number.

# data[].attributes.attachment_link.title
Counting Principles - Counting, Quantity and Cardinality

# data[].attributes.attachment_link.description
Having spent the majority of my professional life teaching secondary math and mentoring intermediate (grades 7 to 10) math teachers, my new role as K-12 math consultant has led me down a path to new knowledge that I wish I had during my years spent in the classroom.

# data[].attributes.attachment_link.readable_text
Having spent the majority of my professional life teaching secondary math and mentoring intermediate (grades 7 to 10) math teachers, my new role as K-12 math consultant has led me down a path to new knowledge that I wish I had during my years spent in the classroom. In the past, my conversations with middle and high school teachers about student learning needs always seemed to land on gaps in student understanding, however rarely were we able to dig back far enough in the math continuum of learning to determine exactly where those gaps began.

Despite the fact that Rochel Gelman and Randy Gallistel introduced five principles of counting in 1978, this resource will introduce those five and an additional five that are very useful to help students build a deeper understanding of counting and quantity of number.

# data[].attributes.attachment_link.title
Counting Principles - Counting, Quantity and Cardinality

# data[].attributes.attachment_link.description
Having spent the majority of my professional life teaching secondary math and mentoring intermediate (grades 7 to 10) math teachers, my new role as K-12 math consultant has led me down a path to new knowledge that I wish I had during my years spent in the classroom.

# data[].attributes.attachment_link.readable_text
Math in Children's Literature

New Update! Dec. 28, 2016
My goal is to gradually update this list with new links. You can see which sections have been updated by looking for

New! A Math Game List (pdf) is also available. Free!
Access this and other freebies and products through my store.

Latest Update: March 8, 2014
I try to update the following list of Math Books for Kids on a regular basis. You can always access it from the link at the top of the home page.

Why Do I Keep Up This List?
1. I'm addicted to math-related children's books.
2. I teach continuing education courses utilizing this list and many of these books.
3. Most importantly, if you're interested in purchasing any of these books through Amazon, all commissions go toward foster care in China through Grace and Hope at no additional cost to you. I do not keep any money myself. Thank you for making a difference in children's lives! I've provided links but suggest that you look around if a book looks outrageously high. I've noticed that many of the OOP (out-of-print) books have multiple listings...some for pennies and some for hundreds of dollars, often for the same book. Please let me know of new books on the market.

Linking Children's Literature to Math
A few important notes about this list:

1. Book titles/authors are organized by concept. You may disagree with some of my categorization. I sometimes had a hard time deciding. Know that many of the books could fit multiple categories.

2. Over time, I'll be trying to add OOP notations to books as well as links to "reviews" and "lessons" within my blog.

3. New addition...I'm putting an "*" in front of a few of my favorite titles. Usually it's just because I truly enjoy the book. (I was a language arts and literature teacher before I became obsessed with math!) Sometimes a book becomes a favorite because it made a lesson come alive. Sometimes it's just because. Plenty of great books don't have "*"...and some that you love may not be marked.

, Marjorie Weinman Sharmat ( lesson)
The Action of Subtraction

, Brian Cleary
Centipede's 100 Shoes

, Tony Ross
Each Orange Had 8 Slices

, Paul Giganti (also multiplication)
Elevator Magic

, Stuart Murphy (subtracting)
The Grapes of Math

, Greg Tang
The King's Commissioners

, Aileen Friedman (addition, skip counting)
Math Appeal

, Greg Tang
Math For All Seasons

, Greg Tang
Math-terpieces

, Anne Miranda (counting)
Monster Musical Chairs, Stuart Murphy
My Little Sister Ate One Hare

, Bill Grossman
Night Noises, Mem Fox (add up the relatives that visit)
Panda Math; Learning About Subtraction from Hua Mei and Mei Sheng

, Ann Whitehead Nagda
*Pete the Cat and His Four Groovy Buttons, James Dean (subtracting from 4)
Ready, Set, Hop!

, Stuart Murphy (building equations)
The Real Princess: A Mathematical Tale

Brenda Williams (variety of problems)
Rooster's Off to See the World

, Stuart Murphy (finding unknowns)
Sea Sums, Joy Hulme
Shark Swimathon

, Stuart Murphy (subtracting two-digit numbers)
Splash!

, Ann Jonas
Subtraction Action

, Loreen Leedy

Area/Perimeter
Spaghetti and Meatballs for All!

, Marilyn Burns

Counting/Early Childhood Topics
10 Little Penguins, Jean-Luc Fromental
Anno's Counting Book

, Mitsumasa Anno
Anno's Counting House

, Mitsumasa Anno
Apple Countdown, Joan Holub
The April Rabbits

, David Cleveland
Art 123, Stefano Zuffi (new publication, Sept 2011)
*The Button Box

, Margarette Reid ( lesson, lesson) (sorting)
Changes, Changes

, Pat Hutchins (wordless picture book, building with blocks)
Count and See

, Tana Hoban
*Equal, Shmequal

, Virginia Kroll (equality) ( review)
Grandma's Button Box, Linda Williams Aber
How Many Candles?, Helen Griffith
How Many Feet in the Bed?, Diana Hamm (count by 2s) ( lesson)
How Many Snails?

,Paul Giganti
In My Garden

, Ward Schumaker
Is It Larger, Is It Smaller

, Tana Hoban
Little Quack's Hide and Seek

, Lauren Thompson
Icky Bug Counting Book, Jerry Pallotta
In My Garden, Ward Schumaker
The M&M's Counting Book

, Barbara Barbieri McGrath
Monster Math

, Grace Maccarone (Hello Math)
Monster Math, Ann Miranda
More, Fewer, Less

, Tana Hoban (photos)
More or Less a Mess

, Sheila Keenan (Hello Math) (sorting)
More Than One

, Miriam Schlein (concept of one...one pair, one week, one dozen)
Nine Ducks Nine

, Sarah Hayes
Ocean Counting, Jerry Pallotta (odd numbers)
One is a Snail Ten is a Crab

April Pulley Sayre (odd/even #s) ( review)
One, Two, Skip a Few! ( review)
*Pete the Cat and His Four Groovy Buttons, James Dean
* Press Here, Herve Tullet (counting, position-Kinder standard)
Seaweed Soup

, Stuart Murphy (matching sets)
The Sundae Scoop

, Stuart Murphy (combinations)
Ten Black Dots, Donald Crews
Ten Little Elvi

, Laura Henson (counting book for Elvis fans!)
Ten Little Fish

, Audrey Wood
*Two Greedy Bears

, Mirra Ginsburg (maybe early division?)
What Comes in 2's, 3's, & 4's, (Suzanne Aker)
What's a Pair? What's a Dozen?

, Stephen Swinburne (explores number words)

, Stuart Murphy (My 5yo loves this book. Big Book Edition

available)
* Press Here, Herve Tullet (counting, position-Kinder standard)

, Margaret Mahy
A Remainder of One

, Elinor J. Pinczes
Bean Thirteen

, Matthew McElligot
Cheetah Math

, Ann Whitehead Nagda
The Doorbell Rang

, Pat Hutchins
Divide and Ride

, Stuart Murphy
The Great Divide

, Dayle Ann Dodds
One Hungry Cat

, Joanne Rocklin (Hello Math)
*Two Greedy Bears

, Mirra Ginsburg (maybe early division?)

, Stuart Murphy
The Candy Corn Contest

, Patricia Reilly Giff (chapter bk) ( review)
*Great Estimations

, Bruce Goldstone ( lesson, review)
*Greater Estimations

, Bruce Goldstone ( author letter, review)
* How Many Seeds in a Pumpkin

, Margaret McNamara ( review)

Fractions, Decimals, Percents
Apple Fractions

, Jerry Pallotta
Eating Fractions

, Bruce McMillan
Fabulous Fractions

, Lynette Long
Fraction Action

, Loreen Leedy
Fraction Fun

, Dayle Ann Dodds
Gator Pie, Louise Mathews (OOP)
The Grizzly Gazette

, Stuart J. Murphy
The Hershey's Fraction Book

, Jerry Pallotta
Jump, Kangaroo, Jump!

, Stuart Murphy
The Lion's Share: A Tale of Halving Cake and Eating It, Too, Matthew McElligott ( lesson)
*Little Numbers and Pictures That Show Just How Little They Are!

, Edward Packard
Music Math

, Kathleen Collins
* Picture Pie

, Ed Emberley (lesson here, here)
Piece=Part=Portion

, Scott Gifford
Twizzlers Percentages Book

, Jerry Pallotta
The Wishing Club

, Donna Jo Napoli ( review)

, Tana Hoban
The Amazing Book of Shapes: Explore Math Through Shapes and Patterns

, Lydia Sharman (OOP)
Captain Invincible and the Space Shapes

, Stuart J. Murphy ( lesson)
*A Cloak for the Dreamer

, Aileen Friedman (tessellations)(lesson here, here)
Changes, Changes

, Pat Hutchins (wordless picture book, building with blocks)
Cubes, Cones, Cylinders, and Spheres

, Tana Hoban
Eight Hands Round: A Patchwork Alphabet,

Ann Whitford Paul (Quilts)
Grandfather Tang's Story

, Ann Tompert (lesson here, here)
*The Greedy Triangle

, Stuart Murphy (angles)( review/lesson)
Icky Bug Shapes

, Jerry Pallotta
If You Were a Polygon

, Marcie Aboff
If You Were a Quadrilateral

, Molly Blaisdell ( lesson)
The Incredibly Awesome Box

, Joanne Rocklin (Hello Math Reader)
A Light in the Attic

(poem, "Shapes"), Shel Silverstein
The Magic Mirror Book

, Marion Walter (OOP, symmetry)( lesson)
Magic Mirror Tricks

, Marion Walter (OOP, symmetry)( lesson)
*Mouse Shapes

, Ellen Stoll Walsh
Museum Shapes

, Metropolitan Museum of Art
*Mummy Math: An Adventure in Geometry

, Cindy Neuschwander ( lesson)
The Seasons Sewn

, Ann Whitford Paul (quilts)
The Secret Birthday Message, Eric Carle (directional terms)
Shapes, Shapes, Shapes

, Tana Hoban
The Silly Story of Goldie Locks and the Three Squares

, Grace Maccarone (Hello Math)( lesson)
*Sir Cumference and the Dragon of Pi

, Cindy Neuschwander
*Sir Cumference and the First Round Table,

Cindy Neuschwander ( lesson, lesson)
*Sir Cumference and the Great Knight of Angleland

, Cindy Neuschwander ( lesson, lesson)
Sir Cumference and the Isle of Immeter

, Cindy Neuschwander
Sir Cumference and the Sword in the Cone

, Cindy Neuschwander ( lesson)
So Many Circles, So Many Squares

, Tana Hoban
*I Spy Shapes in Art

, Lucy Micklethwait ( lesson)
Square Cat

, Elizabeth Schoonmaker
Three Pigs, One Wolf, and Seven Magic Shapes

, Grace Maccarone ( lesson)
The Village of Round and Square Houses

, Ann Grifalconi
When a Line Bends...A Shape Begins

, Rhonda Greene
Zachary Zormer, Shape Transformer

, Joanne Reisberg

Graphs, Charts, Coordinates, Data
Bart's Amazing Charts

, Dianne Ochiltree (Hello Math Reader)
The Best Vacation Ever,

Stuart Murphy
*The Fly on the Ceiling: A Math Myth

, Dr. Julie Glass (Step into Reading)
The Long Wait

, Annie Cobb (Math Matters Reader)
Tiger Math

, Nagda & Bickel

, Jennifer Dussling
*Balancing Act

, Ellen Stoll Walsh
Beanstalk; the Measure of a Giant

, Ann McCallum ( lesson)
The Biggest Fish

, Sheila Keenan (Hello Math)
Biggest, Strongest, Fastest

, Steve Jenkins
*Counting on Frank

, Rod Clement
*The Dragon's Scales

Sarah Albee (weight) ( review)
*Equal Shmequal

, Virginia Kroll ( review)
Hottest, Coldest, Highest, Deepest

, Steve Jenkins
*How Big is a Foot?

, Ben Hillman
How Long Is It?

, Donna Loughran
How Long or How Wide?

, Brian Cleary
How Tall, How Short, How Faraway

, David Adler
*If Dogs Were Dinosaurs

, David Schwartz (Ratio/Proportion)
*If You Hopped Like a Frog

, David Schwartz (Ratio/Proportion)
*Inch by Inch

, Elinor Pinczes
Incredible Comparisons

, Russell Ash (boys in my class love this book!)
Is a Blue Whale the Biggest Thing There Is?

Robert Wells
Jim and the Beanstalk

, Henry Arthur
*The Librarian Who Measured the Earth

, Kevin Hawkes ( review)
Me and the Measure of Things

, Joan Sweeney
Measuring Penny

, Loreen Leedy
Millions to Measure

, David Schwartz
More For Me!

, Sydnie Meltzer Kleinhenz (Hello Math)
Pastry School in Paris: An Adventure in Capacity

, Cindy Neuschwander
Pezzettino

, Leo Lionni (area)( Mathwire lesson)
Pigs in the Pantry

, Amy Axelrod
Racing Around

, Stuart J. Murphy
Slower Than a Snail

, Anne Schreiber (Hello Math)
Spaghetti and Meatballs for All!

, Marilyn Burns (area, perimeter)
Super Sand Castle Saturday

, Stuart Murphy
Twelve Snails to One Lizard

, Susan Hightower
Twenty-One Elephants

, Phil Bildner (see lesson)
Twenty-One Elephants and Still Standing

, April Jones Prince (see lesson)
Weight

, Henry Arthur
What's Smaller Than a Pygmy Shrew?

, Robert Wells
*Who Sank the Boat?

, Pamela Allen ( lesson)

, Tana Hoban
A Dollar for Penny

, Julie Glass
*Alexander Who Used to Be Rich Last Sunday

, Judith Viorst
*Arthur's Funny Money

, Lilian Hoban ( review)
The Big Buck Adventure

, Gill & Tobola
Benny's Pennies

, Pat Brisson
The Coin Counting Book

, Rozanne Williams ( review)
Growing Money

, Gail Karlitz (resource/reference)
How Much is that Guinea Pig in the Window?

, Joanne Rocklin (Hello Math)
How the Second Grade Got $8,205.50 to Visit the Statue of Liberty

, Nathan Zimelman ( review)
If You Made a Million

, David Schwartz
Jelly Beans for Sale

, Bruce McMillan ( review)
Jenny Found a Penny

, Trudy Harris
Max's Money

, Teddy Slater (Hello Math)
*Monster Money

, Grace Macarone (Hello Math)(My boys love this)
My Rows and Piles of Coins

, Tololwa Mollel (setting: Tanzania)
*Once Upon a Dime; A Math Adventure

, Nancy Kelly Allen ( review)
The Penny Pot

, Stuart Murphy
Pigs Will Be Pigs: Fun with Math and Money

, Amy Axelrod
A Quarter from the Tooth Fairy

, Caren Holtzman (Hello Math)
The Story of Money

, Betsy Maestro
Tight Times

, Barbara Shook Hazen
The Toothpaste Millionaire

, Jean Merrill (chapter book)
*Where the Sidewalk Ends

(poem, "Smart"), Shel Silverstein (lesson here, here)

Multiplication, Skip Counting, Doubling, Square Numbers
The 512 Ants on Sullivan Street

, Carol Losi (Hello Math Reader), (doubling, add, multiply)
A Grain of Rice

, Helena Clare Pittman (doubling)
Amanda Bean's Amazing Dream

, Cindy Neuschwander
Anno's Mysterious Multiplying Jar

, Mitsumasa Anno
Arctic Fives Arrive

, Elinor Pinczes (skip counting by 5s)
Bats on Parade

, Kathi Appelt (mult, square #s)
*The Best of Times

, Greg Tang
Bunches and Bunches of Bunnies

, Louise Mathews
Counting Coconuts

, Contando Cocos (counting by 2s,3s,4s,5s,10s...#s also in Spanish)
Double the Ducks

, Stuart Murphy
Each Orange Had 8 Slices: A Counting Book

, Paul Giganti, Jr.(multiply, add, count)
How Do You Count a Dozen Ducklings?

, In Seon Chae
*How Many Seeds in a Pumpkin?

, Margaret McNamara ( review)
*The King's Chessboard

, David Birch (doubling)(lesson here, here)
The King's Commissioners

, Aileen Friedman (addition, skip counting)
The M&M's Counting Book

, Barbara McGrath (counting, add/subtract/multiply)
More M&M's Math

, Barbara McGrath (many topics)
My Full Moon is Square

, Elinor Pinczes (square #s)
*One Grain of Rice

, Demi (doubling)(lesson here, here)
One Hundred Hungry Ants

, Elinor Pinczes
One Hundred Ways to Get to 100

, Jerry Pallotta (many topics)
*Sea Squares

, Joy N. Hulme (square numbers) (lesson here, here)
Sir Cumference and All the King's Tens

, Cindy Neuschwander
Stay in Line

, Teddy Slater (Hello Math), (add, multiply)
Spunky Monkeys on Parade

, Stuart Murphy (count by 2s, 3s, 4s)
Ten Times Better

, Richard Michelson (multiplying by ten)
Too Many Kangaroo Things to Do!

, Stuart Murphy (multiplying)
*Two of Everything

, Lily Toy Hong (doubling)
*Two Ways to Count to Ten

, Ruby Dee

Number and Operations, Number Sense (lg/sm)
*100 Ways to Celebrate 100 Days

, Bruce Goldstone (100 day celebrations)( review, author)
*365 Penguins

, Jean-Luc Fromental ( review, lesson)
Big Numbers: And Pictures that Show Just How Big They Are!

, Edward Packard
Can You Count to a Googol?

, Robert E. Wells
Dinosaur Deals

, Stuart Murphy (equivalent values)
How Big is It?

, Ben Hillman (large numbers)
How Many Candles?

, Helen Griffith
*How Much is a Million?

, David Schwartz
If You Made a Million

, David Schwartz
Less Than Zero

, Stuart Murphy
*Little Numbers: And Pictures that Show Just How Little They Are!

, Edward Packard
A Million Dots

, Andrew Clements
On Beyond a Million

, David Schwartz
*Zero the Hero, Joan Holub ( review)
Zero: Is It Something? Is It Nothing?

, Claudia Zaslavsky (OOP)
Zero Is the Leaves on the Tree

, Betsy Franco

Odd/Even Numbers
*Even Steven and Odd Todd

, Kathryn Cristaldi (Hello Math)
Missing Mittens

, Stuart Murphy
Ocean Counting: Odd Numbers

, Jerry Pallotta

One Hundred Days of School
*100 Ways to Celebrate 100 Days

, Bruce Goldstone ( review, author)
The One Hundredth Day of School!

, Abby Klein (chapter book)

, Sarah Campbell (Fibonnaci #s)
*Pattern Bugs

, Trudy Harris ( lesson)
*Patterns in Peru: An Adventure in Patterning

, Cindy Neuschwander ( review)
The Rabbit Problem, Emily Graves ( review)

, Stuart Murphy (place value)
Sir Cumference and All the King's Tens

, Cindy Neuschwander (base 10)( lesson)

, Tana Hoban
Left or Right? Rehm & Koike
The Secret Birthday Message, Eric Carle (directional terms)

Prime/Composite Numbers
You Can Count on Monsters, Richard Even Schwartz ( review/lesson ideas)

Probability, Data Analysis, Graphs
Do You Wanna Bet? Your Chance to Find Out About Probability

, Jean Cushman (chapter bk)
Pigs at Odds

, Amy Axelrod
Probably Pistachio

, Stuart J. Murphy
Socrates and the Three Little Pigs

, Mitsumasa Anno
A Very Improbable Story

, Edward Einhorn ( review)

, Jean-Luc Fromental ( review, lesson)
Anno's Hat Tricks

, Mitsumasa Anno
Anno's Magic Seeds

, Anno (lots in here!)
The Case of the Backyard Treasure

, Joanne Rocklin (Hello Math Reader)
The Further Adventures of Penrose the Mathematical Cat

, Theoni Pappas (chapter bk)
Math Curse

, Jon Scieszka (humor)
Math Trek

, Paterson & Henderson (chapter book)
Painless Math Word Problems

, Marcie Abramson (chapter book)
You Can, Toucan, Math

, David Adler

Roman Numerals
Fun With Roman Numerals

, David Adler (new!)
Roman Numerals, David Adler (this is the book I own which I don't see on Amazon. I'm wondering if it's an older version of Fun With Roman Numerals??)
Roman Numerals I to MM

, Arthur Geisert

Sorting & Classifying
*The Button Box

, Margarette Reid ( lesson, lesson)
More or Less a Mess

, Sheila Keenan (Hello Math) (sorting)
Seaweed Soup

, Stuart Murphy (sets)

Spatial Sense/Direction
Pigs in the Corner

, Amy Axelrod

Square Numbers
Bunches and Bunches of Bunnies

, Louise Mathews
My Full Moon is Square

, Elinor Pinczes
*Sea Squares

, Jeunesse & Verdet
All in a Day

, Mitsumasa Anno, et al
Bats Around the Clock

, Kathi Appelt
Chimp Math

, Nagda & Bickel
Clocks and More Clocks

, Pat Hutchins
Cluck O'Clock

, Kes Gray
Four Season Make a Year

, Anne Rockwell
Henry's Important Date, Robert Quackenbush (only linked mini-version is currently in print)
How to Tell Time (older Little Golden Book)
It's About Time, Jesse Bear, Nancy White Carlstrom
Just a Minute!

, Teddy Slater (Hello Math)
Maxie, Mildred Kantrowitz
My First Book of Time

, Claire Llewellyn
On the Same Day in March

, Marilyn Singer
Pigs on a Blanket, Amy Axelrod
Scaredy Squirrel, Melanie Watt ( Review & Activity)
Telling Time

, Jules Older
Telling Time with Big Mama Cat

, Dan Harper
Time To..., Bruce McMillan
The Warlord's Alarm, Virginia Walton Pilegard
What Time Is It? A Book of Math Riddles, Sheila Keenan
What Time Is It Mr. Crocodile?, Judy Sierra
When This Box Is Full, Patricia Lillie

********** Additional Assorted Topics in Math **********

Activity Books
Circles: Fun Ideas for Getting A-Round in Math

, Catherine Ross
*Math Games & Activities from Around the World

, Claudia Zaslavsky
*The Secret Life of Math: discover how (and why) number have survived from the cave dwellers to us

, Ann McCallum ( lesson)

Art/Math
Art 123, Stefano Zuffi (new publication, Sept 2011)
MathART: Projects and Activities

, Carolyn Ford Brunetto (teacher book)
*Math-terpieces

, Greg Tang
Museum Shapes

, Metropolitan Museum of Art

Biographies
*Blockhead: the Life of Fibonacci

*The Boy Who Loved Math, Deborah Heiligman ( review)
*Carry On, Mr. Bowditch

, Jean Lee Latham (chapter book, Newbery Award, maritime biography)
*Mathematicians Are People, Too

, Reimer (two volumes, biographies of mathematicians)
Of Numbers and Stars: The Story of Hypatia

, D. Anne Love
*Odd Boy Out: Young Albert Einstein

, Don Brown

Fact & Photo Books (fun for kids to share during gathering time)
*A Closer Look

, Mary McCarthy
Incredible Comparisons

, Stephen Biesty
Life-Size Aquarium

, Teruyuki Komiya
Penguins Swim But Don't Get Wet; and Other Amazing Facts About Polar Animals

, Berger

, Denise Schmandt-Besserat (picture book, advanced)
The Warlord's Beads

, Virgian Walton Pilegard (history of abacus)

Poetry
Count Me a Rhyme: Animal Poems by the Numbers

, Jane Yolen
Mathematickles!

, Betsy Franco

Puzzles, Rhymes and Riddles (I LOVE opening math sessions with things from this category!)
Amazing Math Puzzles

, Adam Hart-Davis
Arithme-Tickle: An Even Number of Odd Riddle-Rhymes

, J. Patrick Lewis
*Easy Math Puzzles

, David A. Adler
How Many Feet? How Many Tails?

, Marilyn Burns (Hello Math)
Sideways Arithmetic From Wayside School

, Louis Sachar (chapter book)

World With No Numbers (great to spur creative writing)
A Day With No Math

, Marilyn Kaye (OOP)( lesson)
Missing Math

, Loreen Leady ( lesson)
Neil's Numberless World

, Lucy Coats (OOP)( lesson)

Chapter Books (or more advanced, reference)
The Adventures of Penrose the Mathematical Cat

, Theoni Pappas
Arithmetricks

, Edward Julius
Body Math

, Penny Dowdy
The Candy Corn Contest

, Patricia Reilly Giff (early chapter book)
*Carry On, Mr. Bowditch

, Jean Lee Latham (chapter book, Newbery Award, maritime biography)
Chasing Vermeer

, Blue Balliett
Fractals, Googols and Other Mathematical Tales

, Theoni Pappas
The Further Adventures of Penrose the Mathematical Cat

, Theoni Pappas
G is for Googol; A Math Alphabet Book

, David Schwartz
Go Figure!

, Johnny Ball
How Math Works

, Carol Vorderman
Isador A. Inchworm's Magic Math Glasses

(old, but good)( lesson)
The Lemonade War, Jacqueline Davis (upcoming review)
The Longitude Prize

, Joan Dash
The Man Who Counted

, Malba Tahan
Mathemagic

(Childcraft, old but good)
Murderous Maths

series by Kjartan Poskitt. You can sometimes find them used and inexpensive on Amazon, but there are a few dealers who sell them new in the U.S.
Navigating Early, by Clare Vanderpool ( review)
*The Number Devil

, Hans Magnus Enzensberger
Sideways Arithmetic From Wayside School

, Louis Sachar
The Toothpaste Millionaire

, Jean Merrill (chapter book)
Walk Past the Wolf: A Mythmatical Battles Adventure

, Scrivener Minion
The Wright 3, Blue Balliett

Book list © 2010-16 love2learn2day. All rights reserved. You are welcome to link to this page. Please don't copy/paste the list onto another site. It took me a ton of work! :)

At a later date I'll add teacher reference books. And I'll be continually posting lessons that use the books listed here. :)

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Math in Children's Literature New Update! Dec. 28, 2016 My goal is to gradually update this list with new links. You can see which sections have been updated by looking for New! A Math Game List (pdf) is also available. Free! Access this and other freebies and products through my store.

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MATH FOR KIDS:
children's books that build a love of math

This page lists fun, clever books on math for kids. Math can be challenging, so when the usual explanations and strategies don't work, what's a teacher to do? Use math picture books! A funny and/or interesting story pulls the kids in, and then the different approach (vs. traditional math direct instruction) means even the frustrated kids are more receptive to learning math. Children who claim to not like math can find an engaging, 'friendly' entry into the subject via clever math picture books.

Best Books on Math for Kids

Why we use great kids books when teaching math for kids:

Clever, funny, well-illustrated, interesting math kids books can make teaching real world math so much easier for teachers and more fun for kids. Truthfully, we work on this section of the website more than any other section because we know how important differentiating math lessons can be. Some kids really struggle with thinking mathematically and need the material presented in a number of different ways. Math story books and picture books do this beautifully! Adding a few math picture books might seem like a 'nice extra' to your math lessons, but chances are there are a few students for whom this extra little step will make ALL the difference in the world.

Math children's books are also a powerful vehicle for demonstrating to children that math is all around us! Math does 'matter' because we interact with it each and every day. Teaching real world applications of math is a vital part of math education, but doing so in a meaningful way can take A LOT of time. That's why we love math books for kids. Let them tell the math story, show the applications, make the math come alive!

Enjoy the books!

Betsy, Cindy, and Virginia (the teachers/sisters behind this website)

And follow us on Pinterest:

Enjoy our Facebook Feed Here

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Math for Kids--Best Childrens Books for Teachng Math

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This page lists fun, clever books on math for kids. Math can be challenging, so when the usual explanations and strategies don't work, what's a teacher to do? Use math picture books! A funny and/or interesting story pulls the kids in, and then the different approach (vs.

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Subitizing: A Skill that Leads to Number Sense

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Subitizing is a hot topic in math education circles. Subitizing means "instantly seeing how many." Math educators have discovered that the ability to see numbers in patterns is the foundation of strong number sense. The ability to visualize and understand numbers and numeration supports operational fluency and the ability to add and subtract mentally, to see relationships between numbers, and to see patterns.

Two Forms of Subitizing

Subitizing comes in two forms: perceptual subitizing and conceptual subitizing. The first is the simplest, and even animals are able to do it. The second is a more advanced skill built upon the first.

Perceptual subitizing is a skill that even small children have: the ability to see perhaps two or three objects and immediately know the number. In order to transfer this skill, a child needs to be able to "unitize" the set and pair it with a number name. Still, this skill is often exhibited in children who recognize the number on a die, such as four or five. To build perceptual subitizing, you want to give students a lot of exposure to visual stimuli, such as patterns for three, four, and five or ten frames to recognize numbers like 5 and others.

Conceptual Subitizing is the ability to pair and see sets of numbers within larger sets, such as seeing two fours in the eight of a domino. It is also using strategies such as counting on or counting down (as in subtraction). Children may only be able to subitize small numbers, but in time, they will be able to apply their understanding to constructing more elaborate patterns.

Activities to Build Subitizing Skills

Pattern Cards

Make cards with different patterns of dots and show them to your students. You might try an "around the world" drill (pair up students and give it to the one who answers first.) Also, try domino or die patterns, and then pair them, like the five and a two so your students see the seven.

Quick Image Arrays

Give students a number of manipulatives and then have them arrange them in numbers and compare patterns: diamonds for fours, boxes for sixes, etc.

Concentration Games

﻿Have students match numbers that are the same but in different patterns, or create a number of cards that are the same number but different patterns, and one that is different. Ask students to identify the one that doesn't belong.

Give each child a set of cards one to ten in different patterns and have them spread them on their desks. Call out a number and see who can find the number on their desk the most quickly.

Challenge students to name a number one more than that on the dots on the card or one less. As they build skills, make the number two more and two less, and so on.

Use the cards as part of classroom learning centers.

Ten Frames and Conceptualizing Addition

Ten frames are rectangles made of two rows of five boxes. Numbers less than ten are shown as rows of dots in the boxes: 8 is a row of five and three (leaving two empty boxes). These can help students create visual ways of learning and picturing sums larger than 10 (i.e., 8 plus 4 is 8 + 2 (10) + 2, or 12.) These can be done as images, or done as in Addison Wesley-Scott Foresman's Envision Math, in a printed frame, where your students can draw the circles.

Conklin, M. It Makes Sense: Using Ten Frames to Build Number Sense. Math Solutions, 2010, Sausalito, CA.

Parrish, S. Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5, Math Solutions, 2010, Sausalito, CA.

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Subitizing is the ability to see and recognize numbers in sets by seeing and recognizing patterns. This helpful technique is used to teach math.

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A later assessment to be given for numbers 1 to 20

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An excellent article on how Subitizing is a fundamental skill in the development of students' understanding of number

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Great one minute videos on the 5 counting principles.
https://www.youtube.com/channel/UC7UfkfoUOW3FmTAuhx9upSA

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A great resource for students are need support in the area of place value, counting and numeracy.

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An excellent website for building number sense with your students with activities and games.

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Build Math Minds with The Recovering Traditionalist

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Working to help teachers think outside the traditional way of doing, and teaching, mathematics.

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Early Numeracy Look Fors
An observation checklist.

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file:///C:/Users/Id13965/Desktop/Gr.1%20DWPD%20Sept.%2021/Number%20Recognition%20and%20Counting.pdf

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http://www.nctm.org/Classroom-Resources/ARCs/Counting-Strategies-Landing-Page/

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These games devised by Jenni Way use dot cards which will help children see the structure of numbers 1-6 and give them confidence as they begin to add and subtract these numbers.

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How Can I Support the Development of Early Number Sense and Place Value?

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How Can I Support the Development of Early Number Sense and Place Value?

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https://nrich.maths.org/10712

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Stage Two

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This article explores the basic foundations of number sense and outlines relevant research in this area. It updates Jenni Way's article Number Sense Series: Developing Early Number Sense.

What is number sense?
The term "number sense" was coined in the late 80s and early 90s and gained currency during the early days of the National Curriculum as something that we hoped children would achieve by the end of their primary schooling. In Jenni Way's original article (2001), Bobis' definition is highlighted, suggesting that it referred to "a well organised conceptual framework of number information that enables a person to understand numbers and number relationships and to solve mathematical problems that are not bound by traditional algorithms" (Bobis, 1996). Over the last few years in conjunction with my research work in Hungary and the attendant comparative work that I have been engaging in with Judy Sayers and Paul Andrews, I have been exploring some more recent developments in the research into this area.

What does the research tell us?
The research into the development of number sense is divided into two camps. The first of these is concerned with the development of number sense in young children whereas the second is focused on the number sense that people require to function well in the world. In the context of this article, I will limit my consideration to the work on number sense and its development in young children.

In this context, no two researchers in the field accept the same definition but a trawl of recent research yielded a number of common elements and Paul, Judy and I ( Andrews, Sayers and Back, 2013) summarised seven common threads that were evident in studies drawn from a number of different cultures. These were:

1. An awareness of the relationship between number and quantity
2. An understanding of number symbols, vocabulary and meaning
3. The ability to engage in systematic counting, including notions of cardinality and ordinality
4. An awareness of magnitude and comparisons between different magnitudes
5. An understanding of different representations of number
6. Competence with simple mathematical operations
7. An awareness of number patterns including recognising missing numbers

These seven ideas seem to capture the essence of what is being referred to as 'number sense'.

Having developed ideas of the concept from research, how can we, as teachers, help to support its development in our learners? There is no doubt that it is not something that children have innately but rather something which they can develop over time. As Sood and Jitendra (2007) say:

'Number sense develops gradually over time as a result of exploring numbers, visualising them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms' (p.146)

For me the ways in which it can be supported need to be based on giving learners opportunities to make sense of, and reason about, number. They will need to be given reasons to communicate their ideas about arithmetic; to develop fluent recall of key facts and be able to apply them to novel contexts; to have easy access to a range of appropriate and useful representations; to be able to apply ideas to new concepts and to solving problems.

What teaching strategies promote early number sense?
A number of strategies that help to support developing number sense are described by Tsao and Lin (2012). They suggest that children need opportunities to:

1. Work with concrete materials and familiar ideas
2. Compose and recompose different arrangements and representations of number
3. Discuss and share their discoveries and solutions
4. Investigate the realistic uses of number in their everyday world
5. Explore number patterns and relationships
6. Create alternative methods of calculation and estimation
7. Solve realistic problems using a variety of approaches
8. Calculate for a purpose rather than just for the sake of calculating
9. Gather, organise, display and interpret quantitative data
10. Measure and estimate measure for a purpose
11. Explore very large numbers and their representations including using number lines

Quite a list! Yet if we really thought about every aspect of these opportunities in relation to every incremental step on the way to the development of number sense, there is no doubt that our learners would develop deeper and richer understandings of number. In the space of this article, I should like to draw your attention to the key ones that are particularly relevant to supporting young children in developing their understanding of numbers under twenty and especially numbers under ten.

1. Work with concrete materials and familiar ideas
To begin with, early number activities are best done with moveable objects such as counters, blocks and small toys. Most children will need the concrete experience of physically manipulating groups of objects into sub-groups and combining small groups to make a larger group. After these essential experiences more static materials such as 'dot cards' become very useful.

2. Compose and recompose different arrangements and representations of number
By simply presenting objects (such as collections of concrete objects, stamps on a flashcard, buttons sewn onto a card, Rawlplugs in linked groups and so on) in various arrangements, different mental strategies can be prompted. For example, showing six stamps in a cluster of four and a pair prompts the combination of 'four and two makes six'. If the four is not subitised, it may be seen as 'two and two and two makes six'. This arrangement is obviously a little more complex than two groups of three. So different arrangements will prompt different strategies, and these strategies will vary from person to person, from learner to learner. Asking children to find all the dominoes in a six spot set with 6 spots on will encourage them to consider all the ways in which 6 can be partitioned into two sets and build up their understanding of the number bonds for six.

3. Discuss and share their discoveries and solutions
If mental strategies such as these are to be encouraged (and counting discouraged) then an element of speed is necessary. Seeing the objects for only a few seconds challenges the mind to find strategies other than counting. It is also important to have children reflect on and share their strategies. This is helpful in three ways:

verbalising a strategy brings the strategy to a conscious level and allows the person to learn about their own thinking;

it provides other children with the opportunity to pick up new strategies;

the teacher can assess the type of thinking being used and adjust the type of arrangement, level of difficulty or speed of presentation accordingly.

Dot cards are simply cards with dot stickers of a single colour stuck on one side. (However, any markings can be used. Self-inking stamps are fast when making a lot of cards). The important factors in the design of the cards are the number of dots and the arrangement of these dots. The various combinations of these factors determine the mathematical structure of each card, and hence the types of number relations and mental strategies prompted by them.

Consider each of the following arrangements of dots before reading further. What mental strategies are likely to be prompted by each card? What order would you place them in according to level of difficulty?

A B C D E

Card A is the classic symmetrical dice and playing card arrangement of five and so is often instantly recognised without engaging other mental strategies. It is perhaps the easiest arrangement of five to deal with.

Card B presents clear sub-groups of two and three, each of which can be instantly recognised. With practice, the number fact of 'two and three makes five' can be recalled almost instantly.

Card C: A linear arrangement is the one most likely to prompt counting. However, many people will mentally separate the dots into groups of two and three, as in the previous card. Other strategies such as seeing two then counting '3, 4, 5' might also be used.

Card D could be called a random arrangement, though in reality it has been quite deliberately organised to prompt the mental activity of sub-grouping. There are a variety of ways to form the sub-groups, with no prompt in any particular direction, so this card could be considered to be the most difficult one in the set.

Card E shows another sub-group arrangement that encourages the use (or discovery) of the 'four and one makes five' number relation.

Obviously, using fewer than five dots would develop the most basic number sense skills, and using more than five dots would provide opportunities for more advanced strategies. However, it is probably not useful to use more than ten dots. (See this linked article of developing a 'sense of ten' and 'place value readiness'). Cards such as these can be shown briefly to children, then the children can be asked how many dots they saw. The children should be asked to explain how they perceived the arrangement, and hence what strategies they used.

4. Investigate the realistic uses of number in their everyday world
In my Hungarian research I followed the mathematical development of a class of children through the first years of their formal schooling and was particularly struck by the careful grounding they were given in the foundations of arithmetic. When they started school one week was devoted to each of the numbers under ten in turn and they looked for examples of it in their everyday world as well in the classroom and school context. So for the number 3 they would have looked for items that had aspects of 3 associated with them such as tricycles or three legged stools. They would have explored stories with three in them such as Goldilocks and the Three Bears, the Billy Goats Gruff or the Three Little Pigs. They would have talked about those who were in families with three children in them, those who had three siblings or families with three in the house. They would have explored children aged three years and buses and houses with the number 3. Coming third in a queue or a race would have been connected to the notion and they would have made a special point of considering things that happen at 3 o'clock. This deep and thorough investigation of numbers seems to support the children's developing sense of the number and we could gain from building it into the experiences we offer our young learners.

Where do I go from here?
The article Place Value: The Ten-ness of Ten follows on from this one. It outlines how having a strong 'sense of ten' lays foundations for understanding place value and carrying out mental calculations. For activities to try in the classroom, see our article How Can I Support the Development of Early Number Sense and Place Value? as well as our Number Sense and Place Value Feature.

References
Andrews, P., Sayers, J. & Back, J. (2013) The development of foundational number sense in England and Hungary: a case study comparison. Conference Proceedings: CERME 2013.
Bobis, J. (1996). Visualisation and the development of number sense with kindergarten children. In Mulligan, J. & Mitchelmore, M. (Eds.) Children's Number Learning : A Research Monograph of the Mathematics Education Group of Australasia and the Australian Association of Mathematics Teachers. Adelaide: AAMT.
Gelman, R. & Gallistel, C. (1978). The Child's Understanding of Number. Cambridge, MA: Harvard University Press.
Sood, S., & Jitendra, A. K. (2007). A Comparative Analysis of Number Sense
Instruction in Reform-Based and Traditional Mathematics Textbooks. Journal of
Special Education, 41(3), 145-157.
Tsao, Y.L. & Lin, Y. C. (2012) Elementary School Teachers' Understanding: Towards the Related Knowledge of Number Sense. US - China Education Review B1. (p 17 - 30) davidpublishing.com.

Here is a PDF version of this article.

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This article explores the basic foundations of number sense and outlines relevant research in this area.

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Mathematics in the Early Grades: Counting and Cardinality  

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Mathematics in the Early Grades: Counting and Cardinality  

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** A Progression of Counting and Quantity

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Counting Activities to Try with Primary Students 

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Counting Activities to Try with Primary Students 

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By Lynsey Gibbons and Kendra Lomax, posted December 21, 2015 -

Our second post in this series described the big ideas about learning to count. The Common Core State Standards in Mathematics propose that kindergarten students should learn the counting sequence through 100; develop principles of counting, such as one-to-one correspondence and cardinality; and represent amounts by writing numerals. First graders expand their counting sequence to 120 and begin to consider place-value ideas. In our experiences, children in these early grades can count well beyond 120 with great success, suggesting that these benchmarks should not limit our expectations for what students can do. Many young children are ready to explore larger numbers; therefore, we give them opportunities to count increasingly larger amounts.
Count Everything
Our go-to advice for parents who ask about how to support their young mathematicians is to have children "count everything!" This can begin at home in informal situations and be extended into school with more formal situations. The opportunities to work on ideas of number and quantity are endless: Count the stairs as you walk up, decide which bowl of cherries contains more, organize beads into groups of ten, guess how many Legos ® you have and then find out! The Talking Math with Your Kids blog by Christopher Danielson describes some informal conversations with children ages 1-9. This is a great resource for everyday mathematical conversations you could have with children.
Counting Collections: Connecting Quantity, Verbal Counting, and Symbolic Notation
Another way to support children in developing these important counting ideas is by offering many opportunities for them to count items. Counting Collections is a structured counting activity in which children work with a partner to count how many items are in a collection and then record their count on paper. By working together, students develop social skills-like sharing decisions about how to count and what to do if you disagree-as well as mathematical skills-like strategies for keeping track, learning the counting sequence, and ideas about place value. Counting Collections is a wonderful opportunity for children to develop their sense of quantity and expand their facility with the forward number sequence. Encouraging students to record their count gives them practice with representing quantity, an important skill in modeling and solving problems. As children gain experience with counting objects and counting increasingly larger collections, they can explore ways to make their counting more efficient, such as counting groups of items, arranging the items in rows and columns, and using cups to keep track of groups of 2s, 5s, or 10s. These strategies lend themselves to developing ideas about place value, skip counting, and multiplication. See Counting Collections (Schwerdtfeger and Chan 2007) for further description of the activity, including images and student work.
Choral Counting: Developing Verbal Counting Sequences and Symbolic Notation
Different from other oral counting activities, Choral Counting includes both the verbal and written notation for numbers and asks students to analyze patterns in our number system. Examining number patterns in the count gives students opportunities to consider place-value ideas and computation strategies. Choral Counting can also be used to work on counting backward, an important skill in learning to solve subtraction situations in the early years. Students typically have many more experiences with counting forward than they do backward, and choral counting provides a meaningful opportunity to connect and build on these patterns.
Quick Images: Exploring Quantity through Subitizing, Composing, and Decomposing Number
In a Quick Images activity, children are quickly shown pictures displaying groups of objects or symbols, viewing each for only a few seconds. The image is shown a couple of times, and then children discuss how many objects they saw and how they saw them. This activity, which in curricula like Investigations in Number, Space, and Data by TERC, is one of our favorite activities because it is fun, easy for teachers or parents to learn how to do, accessible to a wide range of learners, and allows children to work on rich mathematical ideas.

Beginning in their early years, children develop the ability to subitize, or quickly perceive the cardinality of a small number of objects or symbols. For example, when reading the numbers on a die, eventually we won't count the dots, or pips, one by one. Rather, we will identify the X shape on dice as having five dots. We learn to perceive other formations of small quantities without counting. By showing an image for only a few seconds, the Quick Images activity supports children in using subitizing to determine the total number of dots, rather than counting by ones. This activity offers a context in which to practice composing and decomposing numbers, which is an important skill that will later support students in using strategies that are more efficient to add or subtract quantities.

In our fourth, and final, blog post, we will share counting activities for intermediate grades that help students continue to develop their understanding of our number system, connect their learning about number from earlier grades to the larger quantities they will encounter, and develop understanding of place value. Happy counting!
Your Turn
We want to hear from you. Please let us know which activities you try and what you learn; comment below or share your thoughts on Twitter @TCM_at_NCTM using #TCMcounting.
Resources
Number Talks by Sherry Parrish is a great resource for K-grade 1 Quick Image tasks. More information on subitizing can be found in a 1999 TCM article by Doug Clements.

You can find planning tools and sample tasks for Counting Collections, Choral Counting, and Quick Images at Teacher Education by Design ( TEDD). For videos of these activities, search for each activity on the Teaching Channel.
References
TERC. 2008. Investigations in Number, Data, and Space Series. Pearson Scott Foresman.

Parrish, Sherry. 2010. Number Talks: Helping Children Build Mental Math and Computation Strategies, Grades K-5. Math Solutions.

Lynsey Gibbons, @lynseymathed, is an assistant professor in mathematics education at Boston University in Massachusetts. She is a former elementary school teacher and mathematics coach. Her current scholarly work seeks to understand how we can reorganize schools to support the learning of children and adults. Kendra Lomax,@kendralomax, is a math educator at the University of Washington in Seattle. She designs and facilitates professional learning opportunities about elementary school mathematics through projects like TEDD.org. Curiosity about children's mathematical thinking is at the heart of her work. The authors would like to note that they are continually learning about children and counting. They have learned a great deal from their colleagues, reading the mathematics education literature, and interacting with children about counting. The following colleagues have greatly informed their thinking about how to support children in finding the joy in mathematics and in counting in particular: Ruth Balf, Adrian Cunard, Megan Franke, Allison Hintz, Elham Kazemi, Becca Lewis, Teresa Lind, Angela Chan Turrou, and many teachers in the Seattle, Washington, area.

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Counting Activities to Try with Primary Students

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By Lynsey Gibbons and Kendra Lomax, posted December 21, 2015 - Our second post in this series described the big ideas about learning to count. The Common Core State Standards in Mathematics propose that kindergarten students should learn the counting sequence through 100; develop principles of counting, such as one-to-one correspondence and cardinality; and represent amounts by writing numerals.

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Practice counting by forming groups based on a given number

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