Using the Counter to Tell How Many

Focus Placing single blocks on the Counter to form a

numbers base ten representation
y loading blocks onto the Counter and setting the dials appropriately, children can group a quantity of single blocks in a way that matches the numbers base ten representation. Through this process, children can determine the numeral that represents any given quantity.

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Counting Blocks on the Counter

Set out a group of 10 single blocks on a white mat or other identified work area. Have the children count in unison as you move each block in turn to one side. Say,

Now lets see how we could use the Counter to count these blocks.
As the class counts aloud, have 10 children in turn take one block, load it on the Counter, and set the dial accordingly. When the tenth block is placed, the holder will slide down. The child who is at the Counter when this happens may take the last block out, reset the holder, and try again to place the final block. This may be repeated several times before the child realizes that the holder slides down every time. Ask,

Why do you think this is happening?

Most children recognize that the holder is full, needs a cover, and should be loaded into the next place. Others can be prompted with the question,
When a holder is full, it slides off the Counter. Now we add a cover and move the resulting block to the next place.

What do you think we should do with this block-of-10?

Once the block-of-10 is properly placed and a new holder to collect ones is put on the rack, have children set the dials. Many children look for a 10 on the dial beneath the ones place and are quite surprised when they dont find it. Let them keep looking and then ask them to set the dials to show what they actually see. It may take a while for some children to realize that each dial corresponds only to the blocks in the holder directly above it.

How many single blocks are on the Counter now?

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If children are unsure, have them unpack the block-of-10 to check. Repeat this process until all children have participated in using the Counter to count 10 blocks. Next set out a group of 36 single blocks. Have the class again count aloud as children take turns loading the blocks on the Counter one by one and setting the dials.

Packing Blocks-of-10
Show 10 blocks-of-10 and have the children count the blocks (by ones) as you move them to one side. Say,

Now lets see how we could use the Counter to count these blocks.
One by one, have ten children each take a block-of-10, put it on the Counter, and set the dials accordingly. When the tenth block-of-10 is placed, the holder will slide down. Most children will recognize that this means that the holder is full, needs a cover, and should be moved to the next place on the Counter. Then a new holder to collect tens is placed on the rack. Once again, children may look for a 10 on the dial beneath the blocks-of-10. Remind them that each dial corresponds only to the blocks in the holder directly above it. Repeat this process until all children have participated in using the Counter to count 10 blocks-of-10. You might have children count aloud as they place the blocks. Sometimes they might count by tens (10, 20, 30, and so on), and sometimes they might count the tens by ones (1 block-of-10, 2 blocks-of-10, and so on). To emphasize the fact that the dial for the ones place didnt change, ask,

Why have you never had to change the dial for the single blocks?
Next give each child a block-of-10 and a single block. Have children take turns loading their blocks on the Counter and setting the dials. When all blocks are on the Counter, have children tell the number in Digi-language (for example, depending on how many are in your class, 2 blocks-of-100, 7 blocks-of-10, and 5 ones). Over time, children should load many different collections of blocks to find and report their base ten representation. Be sure to include an example such as 19 blocks-of-10 and 13 singles (203) to emphasize the importance of setting the dial for the tens place at zero.

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Packing As Much As Possible
As children become more familiar with the grouping process, they may choose to pack the single blocks into holders without using the Counter or Counter mat. Packing as much as you canis a natural activity for children, and it is important for them to realize that they can do this for themselves, without any special tools. Once children have packed the blocks correctly, they have a collection with no more than 9 blocks of any one size. They can then immediately identify the number by reporting how many blocks there are (0-9) of each size. To identify the number of blocks of one particular size within a collection, children may find it helpful to place them upright in a holder. The holder keeps the blocks organized and gives visual clues as to their number. For example, children may learn to recognize the way 9 blocks look in a holder and not need to count them. Children can also use the half oval in the middle of the block as an indicator for 5 blocks. In this way, children can begin to recognize numbers in relation to 5 (half a holder) and 10 (a full holder).

Packing blocks in the holders provides visual clues: One less than 10, so there are 9. And one more than 5, so there are 6.

Practicing Key Ideas

Fill Em Up
Children fill up different-sized cups, containers, or even their shoes with as many blocks as they can. They count the blocks by ones as they load them onto the Counter and set the dials. Children record the number of blocks-of-100, blocks-of-10, and single blocks by using stamps, drawing pictures, or writing numerals.

Whats in the Jar?

Set up a variety of jars holding different numbers of single blocks and label the jars A, B, C, and D. Children load the blocks onto the Counter in order to determine the number in each jar. They record the jar letters and write the numbers (or use stamps or make drawings) to show how many blocks are in each jar.
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How Many Days in School?
Use blocks to keep track of the number of days in school. Each day, have children place another single block on the Counter and set the dials. Place the packed collection of blocks in view, along with a sign showing the number.

Be a Counter
Children work in pairs with a container of single blocks and a Counter. They take some of the blocks out of the container and pack as much as possible. Then they load the blocks on the Counter to check that no further packing is needed. Once children become familiar with this activity, they can place the blocks in holders in the same order as on the Counter and set the Digit Flip Cards to show the number. Then, when they load the blocks onto the Counter and set the dials, they can check that these are the same digits as on the cards.

Assessing Learning
1. Provide a collection of single blocks and ask the child to load the blocks on the Counter, set the dials, and write the number on the whiteboard. Does the child load, set, and write correctly? load blocks one at a time or pack before loading? 2. Have singles, blocks-of-10, blocks-of-100, and empty holders available. Set the dials, write a number on the whiteboard, or show a numeral and ask the child to load the corresponding number of blocks onto the Counter. Does the child load correctly? load by ones or use larger blocks to match the digits in each place?

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