Counting the Blocks
Focus
Determining the number of single blocks in a given collection and making a collection of blocks equal to a given number
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ounting encompasses several skills. The first counting skill a child usually learns is the ability to say, by rote, the sequence of number names in the correct order. The child must then connect this sequence in a one-to-one correspondence to the items being counted. This ensures that each item is counted exactly once. Then the child has to understand that the last number said tells how many in the set. We also want children to conserve number, that is, to realize that if nothing is added or taken away, the number remains the same, even when the blocks are rearranged. This also means that a group of objects can be counted in any order. Children need many opportunities to explore these ideas.
Counting Activities
Introduce the whole class to one or two of the activities listed in the practice section. Occasionally demonstrate counting a group of blocks twice in order to check the total. On subsequent days, you can add other counting activities to those previously introduced. Feel free to include some of your own favorites. Once children are familiar with a variety of such activities, you can list them in a menu format for children to pursue on their own. Children can and should repeat activities of this type many times. Work mats are a useful tool for most counting activities; working on mats helps children distinguish a particular quantity of blocks from the other random blocks that are present in the work area. As you move about the room while the children are working, encourage them to show and tell you how they are counting. You might also suggest that they estimate the amount before they count. As you watch them work, you can make several observations. How do they keep track of what they have counted? Do they recount to check? When a child finishes counting a collection of blocks, ask:
How do you know that you have counted all of the blocks? Can you make another pile with that same number of blocks?
Then ask the child to move the counted blocks close together or farther apart and ask,
How many blocks are there now?
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Children who are ready to represent their work can use the Digi-Block stamps for single blocks or draw pictures of the amount they have counted. This gives them additional practice with one-to-one correspondence. More advanced students can write the numerals to represent the amounts. You can easily alter the level of difficulty for many counting activities by increasing or decreasing the number of items to be counted. Children might first do these tasks with smaller numbers, then progress to larger ones.
Practicing Key Ideas
Making Stacks
Children work in pairs with a single work mat. One child takes a block and places it on the mat, saying,One.The second child takes a block and places it on top of the first, saying,Two.The children continue to take turns adding a block to the stack and saying the number name. When the stack tumbles, the children recount the blocks. Children can play cooperatively, trying to make the stack with as many blocks as they can. They can also play competitively, with the player who places the last block before the stack tumbles declared the winner.
Foot Measures
Children trace an outline of their foot and measure the shape with blocks. Some children will measure the length, some the distance around, and some will cover the complete shape. These differences can lead to important discussions about the different ways to measure. In order to increase the number of blocks used, children can trace around objects such as a book, lunch box, or favorite toy.
One way to measure an outline is to see how many blocks around it is.
Copy Cat
Children work in pairs, sitting side by side. One child creates a design and the other child copies it.They then count the number of blocks in each design to make sure they have the same number.
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Communicate
Children work in pairs, each with a work mat and a barrier between them. They take turns naming numbers. For each number, they individually count out that number of blocks on their mats. Then they remove the barrier and compare the two collections by matching them block for block.
Assessing Learning
1. Place 1020 blocks on the table and ask,
How many blocks are there? Count them aloud.
After the child identifies the total, ask a second time,
How many are there?
Does the child say the number sequence in the correct order? say exactly one number name for each block counted? count each block exactly once? recognize that the last number counted is the number of blocks? identify the number immediately when asked a second time, or recount all the blocks? 2. After the number of blocks has been identified, ask the child to push the blocks close together or farther apart. Again ask,
How many blocks are there?
Does the child recognize the correct amount without recounting? recount in order to answer? note that the answer is the same after counting again? 3. Ask the child to remove some number between 10 and 20 blocks from a container and count them aloud. Does the child say the number sequence in the correct order? say one number name for each block? stop at the correct number?
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