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The guide aligns skills with college- and career-ready standards, lists key vocabulary and symbols, and explains common student difficulties in counting. It organizes instruction into a sequence of skills, practical explanations, and suggested activities and strategies, supporting resource room teachers and math interventionists.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/teaching-counting-considerations-for-instruction/585991/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/teaching-counting-considerations-for-instruction/585991.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"Who is this guide designed to help?","Question",{"text":111,"@type":112},"The guide supports resource room teachers, math interventionists, and others working with students needing intensive instruction in place value, numeracy, and counting.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How is the guide organized?",{"text":116,"@type":112},"It is divided into four sections: sequence of skills, a list of important vocabulary and symbols, a brief explanation of counting difficulties, and suggested activities and strategies.",{"name":118,"@type":109,"acceptedAnswer":119},"What are common areas of difficulty for students with counting?",{"text":120,"@type":112},"The guide highlights difficulties with counting principles and understanding numbers and what numbers represent.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},585991,1792056546,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":128,"read_time":143},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","National Center on  \nINTENSIVE INTERVENTION  \nat American Institutes for Research   \nTeaching Counting  \n1000 Thomas Jefferson Street, NW Washington, DC 20007  \nE-mail: [NCII@air.org](NCII@air.org)  \nWhile permission to reprint this publication is not necessary, the citation should be:  \nNational Center on Intensive Intervention. (2020) . Teaching Counting. Washington, DC: U.S. Department of Education, Office of Special Education Programs, National Center on Intensive Intervention.  \nThis document was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q160001 . Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this website is intended or should be inferred.  \n12308o v3_ 08/20  \nContents  \n1. Teaching Counting: Considerations for Instruction ......... 4  \n2. Count to Tell the Number of Objects .................11  \nSample Activity 1: Count to Tell the Number of Objects  \nWorksheet: Count to Tell the Number of Objects  \n3. Compare Numbers ................................ 18  \nSample Activity 2: Compare Numbers  \nWorksheet: Compare Numbers  \n4. “Count On” to Add and Subtract ...................26  \nSample Activity 3: Count On to Add and Subtract  \nWorksheets:  \na. Counting On to Add  \nb. Counting On to Subtract  \n5. Supplemental Materials. . . . . . . . . . . . . . . . . . . . . . . . . .34  \na. Base 10 Squares  \nb. Greater Than, Less Than, Equal To Comparison Cards  \nc. Greater Than, Less Than, Equal To Comparison Poster  \nd. Addition Flashcards (print on card stock)  \ne. Subtraction Flashcards (print on card stock)  \nf. Best Time Scorecard  \n12308a v8_ 08/20  \n1000 Thomas Jefferson Street, NW Washington, DC 20007  \nE-mail: [NCII@air.org](NCII@air.org)  \nTeaching Counting:  \nConsiderations for Instruction Purpose and Overview of Guide  \nThe purpose of this guide is to provide strategies and materials for developing and implementing lessons for students who need intensive instruction in the area of place value, numeracy, and counting. Resource room teachers, math interventionists, and others working with struggling students may find this guide helpful.  \nWithin college- and career-ready standards, place value, numeracy, and counting are taught in Grades 1-2. This guide may be used as these concepts are introduced, or with students in higher grade levels who continue to struggle with the concepts.  \nThe guide is divided into four sections:  \n1. Sequence of skills as defined by college- and career-ready standards  \n2. A list of important vocabulary and symbols  \n3. A brief explanation of the difficulties students may have with counting  \n4. Suggested activities and strategies for teaching counting concepts  \nSequence of Skills—College- and Career-Ready Standards  \n(The grade level of a standard is represented by the number or letter in parentheses.) Know number names and the count sequence.  \n􀂃 Count to 100 by ones and by tens. (K)  \n􀂃 Count forward beginning from a given number. (K)  \n􀂃 Write numbers from 0 to 20. (K)  \n􀂃 Represent a number of objects with a written numeral 0–20. (K)  \nCount to tell the number of objects.  \n􀂃 Understand the relationship between numbers and quantities. (K)  \nTeaching Counting: Considerations for Instruction  \n􀂃 Connect counting to cardinality. (K)  \n􀂃 When counting objects, do the following:  \n􀁹 Say the number names in the standard order. (K)  \n􀁹 Pair each object with one and only one number name, and each number name with one and only one object. (K)  \n􀁹 Understand that the last number name said tells the number of objects counted. (K)  \n􀁹 Understand that the number of objects is the same regardless of their arrangement or the order in which they were counted. (K)  \n􀁹 Understand that each successive number name ref","cbCairV4IGxlEtA1","https://ap.wps.com/l/cbCairV4IGxlEtA1","pdf",4482845,95,"English","# Teaching Counting: Considerations for Instruction Purpose and Overview of Guide\n## Sequence of Skills—College- and Career-Ready Standards\n## Vocabulary and Symbols\n## Common Areas of Difficulty\n## Five Counting Principles","[{\"question\":\"Who is this guide designed to help?\",\"answer\":\"The guide supports resource room teachers, math interventionists, and others working with students needing intensive instruction in place value, numeracy, and counting.\"},{\"question\":\"How is the guide organized?\",\"answer\":\"It is divided into four sections: sequence of skills, a list of important vocabulary and symbols, a brief explanation of counting difficulties, and suggested activities and strategies.\"},{\"question\":\"What are common areas of difficulty for students with counting?\",\"answer\":\"The guide highlights difficulties with counting principles and understanding numbers and what numbers represent.\"}]","Teaching Counting - Considerations for Instruction | PDF",239]