ByKathy Richardson

Assessment #1Counting Objects

Overview & Description of

Strategies

Learning to Count

•The complexity of developing a sense of quantity and number relationships is often overlooked.

•Children must move beyond rote counting to use numbers to answer the question “how many.”

•Students must be able to count objects consistently and accurately to truly develop a sense of quantity.

What are we trying to determine during this assessment?

To determine if and how students can count an unorganized pile of objects.

To also determine if the student can count a particular group of objects and if they know “one

more” and “one less” for that quantity.

Common Core AlignmentKindergarten

Counting & Cardinality

Know number names and the count sequence.

K.CC.1. Count to 100 by ones and by tens.

K.CC.3. Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Count to tell the number of objects.

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

– 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.

– 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.

– 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 1–20, count out that many objects.

What will my students be asked to do during the

Counting Objects Assessment?

• Students will be asked to count a pile of objects.• Students will be asked to count out a particular

quantity of objects.• Students will be asked to identify one more and

one less than a particular number with and without counters.

Where can I learn more about the mathematics behind this assessment?

The Assessing Math Concept series by Kathy Richardson contains important information for educators. It is recommended that teachers read the following information from Counting Objects Concept 1.

•Learning to Count •Example of Student Interview•Grade Level Expectations•Assessing Children at Work •Linking Assessment to Instruction

Overview of Counting Objects Assessment

• Part 1

Task One: Counting a PileAssess methods for counting, keeping track and rote counting.

Task Two: Making a Pile

•Part 2

Task Three: One More/One Less

Task Four: One More/One LessAssess ability to add or take away one more or less with and without counters, and in and out of sequence.

Strategies for Part 1, Task 1

Tips for “Tells How Many”

Remembers: Are able to tell you the number they counted.

Recounts to find out: If they recount, this means they know they have a way of answering, but didn’t keep the number in their head the first time they counted.

Doesn’t remember: They can’t remember because their attention wasn’t on quantity, but on the act of counting; the number they landed on has no meaning to them and they can’t remember it.

Strategies for Part 1, Task 1

Tips for “Counting Method” Strategies

Moves – the child moves each counter as he or she counts it.

Lines up first – lines counters up first, before they begin to count.

Points – the child points at the objects without moving them. It may mean they don’t have a way of keeping track, or they could be able to keep track without moving anything.

Looks – the child counts without touching counters; this may mean they don’t realize touching helps; or they are more sophisticated and can accurately count without touching or moving the counters.

Strategies for Part 1, Task 1

Tips for “Keeping Track Strategies”

Keeps track with ease – keeps track confidently and is accurate.

Keeps track with difficulty – student might recount to be sure they are correct.

Loses track – may count correctly at first, and then lose track.

Can’t keep track – doesn’t always touch each object; doesn’t have a system for keeping track; may count some more than once.

Lacks one-to-one – doesn’t touch one object for each number word.

These indicators are self-explanatory – select appropriate description of rote counting.

Strategies for Part 1, Task 1

Strategies for Part 1, Task 2

Tips for “Make a Pile”

Counts to Number Correctly – has no problem counting out a quantity.

Counts past, self corrects – number beginning to have meaning; recognize when they count past and correct.

Counts with errors – Can count out the number of items, but there are errors in the sequence.

Counts past, doesn’t notice - Quantity doesn’t have meaning yet; can only focus on the counting, not on the

number itself.

Strategies for Part 2, Task 3 & 4

Tips for “One More/One Less

Knows without counting – knows the sequence, up and down, without counting.

Says rote sequence – knows “one more” but is counting rote sequence.

Counts all objects – need to go back and count from one.

Incorrect – doesn’t know how many when one is added; may just say a number to answer the question.

Note: for one more/one less tasks without counters strategy will be “Counts on Fingers” instead of “Counts all Objects”.

Assessment Results

Summarized at end of assessment as:

A – Ready to Apply

P – Needs Practice

I – Needs Instruction

Complete descriptions included in assessment guide.

• Use AMC Anywhere reporting to view student results.

Interpreting & Using Assessment Results

Select Reports

Select from a variety of reports.

Use “Linking Assessment to Instruction” guides for instructional support from Developing Number Concepts

Select Downloads

Select Linking Assessment