# data[].attributes.body
3 things that resonated with me.
-
2 things that I plan to try
-
1 questions I will continue to ponder- Teen numbers! How to best teach them to my students and helping them to understand what a teen number is.

# data[].attributes.body
Developing one to one correspondence is key to their success in math. I would expose them to that through use of manipulatives, 5's and 10's frame. Making sure they have a solid foundation of fiveness before moving onto working with 10. The repetition builds confidence and fluency.

# data[].attributes.headline
Reflection: Young children associate numbers and numbers as separate entities. They may be able to rote count, but do not necessarily understand that each number is associated with a quantity. 

# data[].attributes.subject
Reflection: Young children associate numbers and numbers as separate entities. They may be able to rote count, but do not necessarily understand that each number is associated with a quantity. 

# data[].attributes.body
Resonate: Cardinality is so crucial with students understanding counting. Cardinality needs to be established as a group of objects is different arrays and not just linear.
Things I plan to try are to have students count not just objects, but different things throughout the day. How many steps to the door, etc.
Questions: Best practices for fluency in teen numbers.

# data[].attributes.body
I would begin counting with numbers 1-5 and build fiveness. Have them count by using different counting strategies to determine mastery. I would then move to numbers to 10.

# data[].attributes.body
Providing multiple opportunities and modeling with teacher and peers. Many times support for young students just comes simply from providing time for them to become developmentally ready for a skill. Keep exposing them - it will come. :)

# data[].attributes.headline
1. Counting a loud and using manipulatives that students can touch are crucial.

# data[].attributes.subject
1. Counting a loud and using manipulatives that students can touch are crucial.

# data[].attributes.body
2. Subitizing is a MUST.
3. Go slower - they will get faster. In other words, start off with 5 ness over and over and over so students can gain number sense. Once this has been accomplished, they will progress faster through the numbers.
4. Patterning is a skill that must be taught and explored by students for  numbers follow a pattern sequence.
5. Students must be provided with time and manipulatives to count, feel, touch, manipulate. They need to hear themselves count so they can develop their math thinking.
Pondering Question: What activities can I provide to promote more counting opportunities at home and school?

# data[].attributes.body
3 - I liked how the teacher said "count out loud so I can hear you thinking" I feel like it was helping the student making the connection that counting is also about thinking what the number is and what that means. Also they had more success when they were touching the items and also smaller amounts.

2 - Making more connections between the numeral and the amount of something.

1- How to help student that get "stuck". Why do they get hung up on certain numbers?

# data[].attributes.headline
 Touching each object in a line from left to right is a good way because it reinforces the numbers on our number lines.  The students enjoy counting objects  that have different textures and matching the sets with number charts. We do cross lateral moves when counting to 100. 

# data[].attributes.subject
 Touching each object in a line from left to right is a good way because it reinforces the numbers on our number lines.  The students enjoy counting objects  that have different textures and matching the sets with number charts. We do cross lateral moves when counting to 100. 

# data[].attributes.headline
Teen numbers should be taught using manipulatives ( ten frames, base ten blocks, etc... to help students understand a teen number is a ten and some ones 

# data[].attributes.subject
Teen numbers should be taught using manipulatives ( ten frames, base ten blocks, etc... to help students understand a teen number is a ten and some ones 

# data[].attributes.body
Subitizing, number talks, and using the 100 chart have helped my cuties so much to learn the concept of number and patterns. .

# data[].attributes.headline
Slide and count objects, Use a 5 or 10 frame when counting

# data[].attributes.subject
Slide and count objects, Use a 5 or 10 frame when counting

# data[].attributes.body
3- Students have difficulties with numbers from 11-19. Students need more opportunities to touch and count.

2- Give students more time to touch and count.
Use a 5 frame or ten frame to help with counting.

1- More hands on activities to work with teen numbers.
Additional Number Games
More fun activities to practice rotate counting.

# data[].attributes.headline
Mia- needs more instruction with one to one corresponding.

# data[].attributes.subject
Mia- needs more instruction with one to one corresponding.

# data[].attributes.body
Students need more modeling with counting and moving. Maybe start with a smaller number. Maybe start counting objects in a line.

# data[].attributes.body
3- They need to practice  physically touching them.
Need to touch and say the number
Just because they can say it doesn't mean they know it.

2- Practice touching and counting
Teach strategies

1- What support can I give to my lower babies who still have trouble counting?

# data[].attributes.body
3-
2- Teaching counting strategies, and providing more opportunities for students to build understanding.
1- When do our brains really establish that connection of a number to a value?

# data[].attributes.body
I would definitely work on counting and one-to-one. Both students would benefit from physically moving while they count as well as matching numerals to sets to have a better understanding of their meaning.

# data[].attributes.body
I would work on one-to-one correspondence with both students. I think both students would benefit from lining up the rocks and moving them/touching each as they count.

# data[].attributes.body
Reflections: Numerals themselves are abstract, but they must be related to objects in order for children to begin to understand them better.
Subitizing is a great beginning for counting.
I plan to try more subitizing songs as well as the rote cards that we use.
I plan to use counting as a way to transition to different activities so that children have more opportunities to count- not just in math time, but in other times.
Question to ponder- what are some ways that I can reinforce teen numbers in my classroom?

# data[].attributes.body
I would provide many different items to be counted so that there is a lot of practice. I would also encourage the children to both count out loud.

# data[].attributes.body
Resonate:
Students will rote count but may not associate number word meanings with their counting.
A child's first counting tool is their fingers.
In East Asian countries they use ten one for 11, ten two for 12.

Continue:
Teaching counting strategies, subitizing and cardinality.

# data[].attributes.body
Provide many activites for counting. Practice/model one to one correspondence, teach counting strategies such as move it and say it, touch and say. Give children a smaller amount of objects and build as counting skills develop.

# data[].attributes.headline
3) Students have difficulties with 11-19 as stated in the article. Using ten frames and one cubes does seem to help after the teacher explains the value places of the number. Breaking the number down helps students under the concept of the number and its values.

# data[].attributes.subject
3) Students have difficulties with 11-19 as stated in the article. Using ten frames and one cubes does seem to help after the teacher explains the value places of the number. Breaking the number down helps students under the concept of the number and its values.

# data[].attributes.body
2) Making real life connections help students to understand counting. If you use examples and numbers they have seen outside of school, they have a connection they can make.
1) What causes a student to skip over the manipulative they are touching and counting? Is there a deeper issue?

# data[].attributes.headline
I agree with Kassidy. These students need to touch and feel. Texture is extremely important to some students to keep their attention.

# data[].attributes.subject
I agree with Kassidy. These students need to touch and feel. Texture is extremely important to some students to keep their attention.

# data[].attributes.body
I think that when you're starting with 5, using a fives frame is beneficial, because they have a visual for that one to one correspondence.  It helps make that more concrete for them.

# data[].attributes.body
3.) I have seen my students struggle with rote counting when they get to 11 and 12, just like it talks about in this article. I have also seen my students perform excellent at rote counting but then still struggle with the actual meaning of counting. I have also heard my students say "twenty-ten" like it mentioned in the article.
2.) I plan to continue using five frames and ten frames. I watched the "Counting Book" video on the Padlet and I really liked this activity and I would like to use more books to teach counting.
1.)  Are there any tricks/songs to help students with the irregular numbers?

# data[].attributes.body
Mia appears to be more confident than Michael.  She is able to recite the number sequence up to to 20 where Michael is not.
Mia also attempts to spread the rocks out in a circle.   Michael has no understanding of keeping track as he counts.
Both students would benefit with smaller quantities and then build up to counting larger sets. I would teach them to line up the objects and then slide one object down as they recite the number sequence.

# data[].attributes.body
3 things that resonated
1.Counting is an abstract attribute of a set of objects. Children often use physical attributes of sets such as color before using number as a category.
2.Children learn to recite a number list while touching one object at a time without understanding how counting reveals the quantity.
3. The irregular patterns with the teen numbers are difficult for children to learn.

Plans
1. More opportunities for students to understand cardinality.
2. Teach strategies for counting sets.
Question
What can I do to help those who struggle with reciting the teen number sequence?

# data[].attributes.body
Mia needs to spread them out in a line and work on one-to-one correspondence. Also, I think starting with smaller numbers would be helpful.

Michael seems to understand a little better, but again I think he needs to put them in a line and touch each one.  He seemed to speed through some of his numbers.

For both students I think starting with a lower number would be more beneficial.

# data[].attributes.body
Resonated -
Making sure students understand the meaning of the number words
Children can subitize before they can count with understanding
Children must learn number names in sequence and make sense of the patterns to count
Plan to try
More and more subitizing as they learn to understand fiveness and ten-ness
Questions to ponder
Getting students to understand patterns of teen numbers and the difference between teen numbers and decade numbers

# data[].attributes.body
From my experience, children do really struggle with teen numbers. This has always been a hard concept for them. I would love more ideas on how to teach them this.

# data[].attributes.headline
When reading the chapter and watching the video and thinking about my kids in my classroom, one thing that struck me is how important patterning is to counting. It strengthens one-to-one correspondence and later helps to see the patterns in numbers. That standard was eliminated and assumed to be covered in pre-k, but it often was not happening. Also, providing structure (such as five and ten frames) to help strengthen one-on-one correspondence is important. I've seen many children like Mia and Michael who need practice and strategies for one-on-one counting.

# data[].attributes.subject
When reading the chapter and watching the video and thinking about my kids in my classroom, one thing that struck me is how important patterning is to counting. It strengthens one-to-one correspondence and later helps to see the patterns in numbers. That standard was eliminated and assumed to be covered in pre-k, but it often was not happening. Also, providing structure (such as five and ten frames) to help strengthen one-on-one correspondence is important. I've seen many children like Mia and Michael who need practice and strategies for one-on-one counting.

# data[].attributes.headline
Amanda Jackson                        I would provide more opportunities to practice counting. I would have them use a ten frame, number line, cubes so that they can count sets, etc. They need as many opportunities as they can to become more confident.    

# data[].attributes.subject
Amanda Jackson                        I would provide more opportunities to practice counting. I would have them use a ten frame, number line, cubes so that they can count sets, etc. They need as many opportunities as they can to become more confident.    

# data[].attributes.body
3-I found it interesting the way children from different countries count and how 11 and 12 are a struggle across the board.
2-I would like to add more books to my Math lessons.
1-What are some additional hands on activities to help with teen numbers?

# data[].attributes.body
Mia and Michael were not confident with their counting skills so I provide lots of opportunity for rote counting and correspondence.

# data[].attributes.headline
I totally agree that children have trouble with teen numbers.  I also agree that just because children can count, it doesn't mean that they have one-to-one correspondence.  

# data[].attributes.subject
I totally agree that children have trouble with teen numbers.  I also agree that just because children can count, it doesn't mean that they have one-to-one correspondence.  

# data[].attributes.body
I would like to include more books with counting skills.  I would also like to find more interactive counting videos and books to share with my class.
I want to help kids have a better understanding of numbers.

# data[].attributes.body
I agree that children have trouble with teen numbers and find it interesting how it is different than other languages. I agree with how children are counting before they even realize it and understand what they are doing. I also agree that just because a child can count it does not mean that he or she can count a set of objects.
I plan to try more counting books. I like how the teacher in the video turned the read aloud into a number talk activity and showed numbers different ways.
I would like to think of more ways to help children with understanding teen numbers with irregular patterns for the number words.

# data[].attributes.body
I would focus on rote counting and counting one to one with objects. I glue objects on sentence strips to practice touching each object as they count and then teach them different counting strategies within their counting range. We also count by moving objects into ten frames and count using number lines and number charts.

# data[].attributes.body
3- I completely agree with the research that states that students may have "difficulty with the irregular patterns of eleven, twelve.." I have seen this first hand in the classroom and how it can be difficult for students to get the first few teen number pattern down. For example, one of my students had the hardest time with 11 and 12 because they were the in between numbers before the teen numbers started.
2- I really enjoyed learning about the counting song and the "Counting in the Garden.". I plan to look into this book in the future to engage students in math. I think that this is a good way to also show that we use math in other subject areas.
1-What are some additional hands-on activities to teach kids irregular numbers if they are still not making that connection?

# data[].attributes.body
3. I agree that rote counting is more natural than counting sets or counting out sets. I see a direct correlation between rote counting, say the letters of the alphabet, and then identifying them. (it is basic language acquisition)
2. The Me Rhyme
3.Most of the romance languages (Spanish, French, and Portuguese) also all follow an irregular pattern in their teen numbers, do those students also have a hard time learning those irregular numbers?

# data[].attributes.body
3.  Super interesting that children in other counties have an easier time learning to count the teen numbers.
2. I want to implement the counting song daily.
1. How can we continue to use research to help better our math teaching at a young age?

# data[].attributes.body
I totally agree that children can rote count before they understand the meaning. That is why we work on it all year. It is not an easy concept for most until they understand.

# data[].attributes.body
1 - Does she need more rote counting as well as 1 to 1 correspondence?

# data[].attributes.body
Mia needed to work on one to one corresponding.

Michael needed to practice counting.

# data[].attributes.headline
Provide time to rote count and associate that with one to one correspondence. 

# data[].attributes.subject
Provide time to rote count and associate that with one to one correspondence. 

# data[].attributes.body
3- I see students constantly struggling with remember the irregular teen number names, toddlers understand groups up to 3, kids normally learn rote counting first and then associate it to an amount.
2- I like the counting song to try and link the rote counting to counting amounts.
1- Who has tricks for kids to learn/ remember the irregular teen numbers?

# data[].attributes.body
I thought it was interesting , like Amanda, the way children from different countries count. That would seem to make more since to children. I also have a discussion with at least one parent every year that just because your child can rote count does not mean they can recognize the number and/or recognize it out of sequence.

# data[].attributes.body
Children need real world experiences with counting to make connections.

Other countries  use regular teens in counting and in English we do not and it makes it harder for students to learn the patterns.

# data[].attributes.body
I thought it was just a great reminder that just because a child can rote count, that doesn't mean that they are correlating a quantity to the numeral they are saying.  They are simply just counting from memory.  This is something I see often.
I also thought it was interesting how children from different countries count.
When I am counting straws/bundling (by the number of days of school), I often hear the kids say "28, 29, 20-10".  It's something we talk about quite a bit.

# data[].attributes.body
Things that resonated:
Children may not associate any number word meanings with rote counting.
Children may have difficulty with irregular patterns of eleven, twelve (and so on). Other languages use regular teens.

# data[].attributes.headline
I agree with the counting objects and the five frame that was mentioned. I think allowing them to put an item in each box as they count, would help them make that connection.

# data[].attributes.subject
I agree with the counting objects and the five frame that was mentioned. I think allowing them to put an item in each box as they count, would help them make that connection.

# data[].attributes.headline
Real-world counting situations help to solidify mathematical concepts of counting...

# data[].attributes.subject
Real-world counting situations help to solidify mathematical concepts of counting...

# data[].attributes.body
I found it interesting about how young children develop pre-couting skills with the categorizing and subitizing.

# data[].attributes.body
For Mia and Michael I would probably have them practice counting sets of objects. I would probably begin with using a five frame and have the students become familiar with counting sets of objects up to 5 by placing them in the frame and then touching and counting. Then I would move on to a ten frame. Then practice without any frames.

# data[].attributes.body
Mia and Mia were neither one confident in their counting skills.

We would observe them through observation.

We would provide activities for  rote rote counting , 1-1 correspondence and cardinality.

# data[].attributes.body
I think both students would benefit from starting with smaller quantities and then going up from there. I teach my students to line up the objects and then move them over to one side once they have been counted. I think the use of a five frame and some more practice with rote counting would also be beneficial.