Kind. Initial Screener NEXT STEP GUIDE
Screener item
#missed
#1
(forward
number
sequence)
CCSS Standard
Correlation
-Mathematical
Practice 7 and
8
-K.CC.1
-K.CC.2
*There is
evidence that
students who
lack this
facility with
number words
and numerals
struggle to
progress with
further
arithmetic
knowledge.
*Familiarity
with a range
of numbers
establishes a
basis for
meaningful
arithmetic
Mathematical
Importance/ Teacher
Notes
**Teachers should
refer to all Unit
Overviews, Dialogue
Boxes, and Teacher
Notes…specific
pieces are
mentioned below.
**
Knowing the words we
say for numbers and the
numerals we write for
numbers is important
basic number knowledge.
The rudimentary
knowledge of NWSs and
numerals without a
context of quantities is an
important domain of
students’ developing
number knowledge, and
it requires explicit
instruction (Hewitt and
Brown, 1998; Steffe and
Cobb, 1988; Wright et al.,
2006a, 2007).
Further, it is well known
by teachers and others,
that many children in the
middle and upper
primary years make
extensive use of counting
when solving arithmetical
problems, that is,
problems that involve
any of the four
operations (addition,
subtraction and so on).
To make this point
Activities and Lessons from Investigations
Units and
Sessions
10 Minute
Math/
Routines
Grade K Unit
1- session 2.1
pg. 54 Start
With/Get To
Grade K
Unit 1- The
Attendance
Routine:
How Many
Are We?
Pg. 25 and
Attendance
: Counting
Around the
Circle Pg.
32-35
found in
Units 1-7 of
Kind.
Grade K Unit
1- session 2.2
Staircases pg.
60
Grade K Unit
1- session 2.3
Counting
What’s in the
Mystery Box
pg. 65
Grade K Unit
2- session 1.1
A Counting
Book pg. 26
Grade K Unit
2- session 1.5
How Did I
Count? Pg. 47
Grade K
Unit 1- The
Counting
Jar Pg. 5963
repeated
throughout
Unit 1 also
Unit 2 pg.
39, pg. 61,
Games
Grade K
Unit 1session 1.4
Collect 20
Together
pg. 43 and
pg. M4
Grade K
Unit 2- Roll
and Record
pg. 44 and
pg. 6
student
activity
book
Grade 1Unit 1
Compare
pg. 73 and
pg.M17
Activities and Lessons
from the Purple
book/Red book
*These activities are not
intended to be a
comprehensive
curriculum; rather, it
provides a fine-grained
approach for improving
instruction in
mathematics.
Green Book
Pg. 75-79 and Numeral
Tracks-1-5 and 1 to 10
Pg. 80 1-20 NWS
Pg. 92 Lesson 5 (A) Class
Numeral Cards: building
the FNWS and
identifying numerals to
ten and beyond
Purple Book
Count Around Pg. 40
Numbers on the Line Pg.
40
Stand in Line Pg. 41
Counting Choir Pg. 44
What Comes Next? Pg.
45
Make and Break
Numbers Pg. 43
The Joke is on You Pg. 43
Take Your Place Pg.44
Other Inquiry Based Activities
Formative
Assessment
*These activities are not intended to be a
Ideas
comprehensive curriculum; rather, it
Tier I
provides a fine-grained approach for *To be used
improving instruction in mathematics.
for more
diagnostic
information
and to inform
teaching.
Tier II AVMR
Assessment
Recomendation
* To be used
by AVMR
trained
Intervention
Strategists
Box 1-NWA 1-12
Box 3- Number Card Activities (within child’s
range)
AVMR
Number
Words and
Numberals
Assessment
will give
levels for
FNWS and
BNWS
Kathy Richardson book 1-Counting Activities
such as examples listed: Lesson 1-2 Count
and Dump/ level 1 pg. 28, 1-3 Making
Towers/level 1 pg. 29, 1-4 Counting
Stories/level 1 pg. 30-33, Lesson 1-8 pg.3536 Grow and Shrink/ level 1, Lesson 1-10 pg.
38 Hunt for It/ level 1, 1-11 pg. 39-40 Peek
and Count/ level 1, 1-12 Find a Match/level
1 pg. 40-42, 1-24 Counting with the number
shapes/level 1 pg. 54, 1-25 Roll-A-Tower
Race/level 1 and such also NOTE More or
Less Activities thinking level 1(Is it more or
less) starting on pg. 143
-Ask more
detailed
counting
sequences
within
specific
ranges and
record using
an
assessment
checklist like
those within
Investigations
units.
Grade K Unit
1- session
1.2 pg. 34
and 36
Assessment
Checklist:
Counting 20
Pg. M3 Grade
K Unit 2- pg.
30 shows
Assessment
Kind. Initial Screener NEXT STEP GUIDE
(EllemorColllins and
Wright, 2007;
Hewitt and
Brown, 1998;
Wigley, 1997;
Wright et al.,
2007).
another way, counting is
a prominent aspect of
much of the so-called
‘mental arithmetic’ or
mental computation
done by children in the
elementary years and
beyond.
Grade KUnit 1 Counting is More
Than 1, 2, 3 pg. 127 also
pg. 170 Unit 4
Unit 1 Observing
Kindergarteners as they
Count pg. 135 also pg.
171 Unit 4
Unit 1 I’m Not 8, I’m 5!
Pg. 139
pg. 117 as
well as
other Units
Checklist:
Counting also
Unit 6 pg. 47
Grade K
Unit 1Classroom
Routines:
Attendance
, Today’s
Question
pg. 94 also
found in
Kind. Units
2-7
Grade K Unit
1- pg. 104
Assessment
Checklist:
Counting
Grade K
Unit 1Counting
Jar:
Recording
Pg. 100
#2 and #3
(numeral ID)
Grade K Unit
1- session 2.2
Staircases pg.
60
Grade K Unit
1- session 2.3
Counting
What’s in the
Mystery Box
pg. 65
Grade K Unit
2- session 1.1
Those
addressed
in the
above
section
would also
touch on
Numeral
ID.
Grade K
Unit 2- Roll
and Record
pg. 44 and
pg. 6
student
activity
book
Green Book
Pg. 80 Numeral
Recognition and
Numeral Identification 110
Pg. 92 Lesson 5 (A) Class
Numeral Cards: building
the FNWS and
identifying numerals to
ten
Pg. 95 Lesson 5 (C)
Identifying Numerals 1
to 10
Box 3- Number Card Activities (within child’s
range)
Kathy Richardson book 1-Counting Activities
that Include Recognizing quantities, reading
numerals and such examples listed: Lesson
1-4 Counting Stories/ level 2 and 3 pg. 3033, Lesson 1-8 Grow and Shrink/ level 2 and
3 pg.35-36 , 1-10 Hunt for It/level 2 and 3
pg. 38, 1-11 Peek and Count/level 2 pg. 3940, 1-12 Find a Match/ level 2 and 3 pg. 4042, 1-24 Counting with the number shapes/
level 1 pg. 54, 1-25 Roll-A-Tower Race/level
2 and 3 pg. 54-55 and such
Kathy
RichardsonAssessing
Math
Concepts:
Counting
Objects (1)
begin by
determining
the largest
number of
objects the
child is able
to count.
-Use numeral
cards and
record
answers to
get a more
specific idea
of what
numbers are
hard for the
child to
identify.
Grade K- Unit
6 session 1.3
AVMR
Number
Words and
Numberals
Assessment
will give a
level for
Numeral ID
Kind. Initial Screener NEXT STEP GUIDE
A Counting
Book pg. 26
Purple Book
Numbers on the Line p.
40
Stand in a Line p. 41
Can You See Me? p. 42
Grade K Unit
2- Session 1.7
Build It pg. 55
Grade K Unit
4- session 2.1
pg. 58
Revisiting
Counting
#4-#10
(addition and
subtraction)
Facile mental
computation is
not stepping back
and selecting
from a toolbox, so
much as noticing
number
relationships and
reasoning about
relationships. In
our assessment of
students’ mental
strategies, we try
to observe what
relationships they
are noticing and
how they are
reasoning.
-Mathematical
Practice 1 and
6
-K.CC.4
-K.CC.5
-K.CC.6
-K.OA.4
-K.OA.5
These questions
focus on the early
development of
counting, where
counting is regarded
as an activity
oriented to solving
an arithmetical task
such as figuring out
how many items in a
collection or how
many items in all
when two small
collections are put
together.
Here we also focus
on the concept of
more and less,
focusing on the
relationships
between quantities.
Later, the children
Grade K Unit
1- session 2.4
Comparing
Quantities pg.
71
Grade K Unit
2- session 1.2
Grab and
Count pg. 33
Grade K Unit
2- session
1.10
Discussion
Strategies for
Accurate
Counting pg.
72
Grade K Unit
2- session 2.4
Grab and
Grade K
Unit 1- The
Attendance
Routine:
How Many
Are We?
Pg. 25 and
Attendance
: Counting
Around the
Circle Pg.
32-35
found in
Units 1-7 of
Kind.
Grade K
Unit 1- The
Counting
Jar Pg. 5963
repeated
throughout
Grade K
Unit 1session 2.4
Compare
Dots pg. 72
and pg.
M12, Dot
Cards pg.
M11 also
see
Compare
pg. M17,
primary
number
cards pg.
M13-M16
Grade KUnit 4
session 3.1
Racing
Bears pg. 91
and pg. M18
Green Book
Pg. 81-83 Perceptual
Counting Strategies
Pg. 89-91 Temporal
Patterns and Temporal
Sequences
Pg. 97 Lesson 5(E)Block
Towers to five
Purple Book
Chains p. 61
Give Me Five p. 62
Pas
Bead Bar or Bead String
p.92
Bucket Count On p.92 s
it On p. 62
Addition Dice Pg. 55
Addition Dice Pg. 56
pg. 43 and
pg. M5
Assessment
Checklist:
Writing
Numbers to
10 see
example pg.
44
Box 6- Roll and Record Emergent Counting
1-12
Kathy Richardson book 1-Counting
Activities such examples listed: Lesson 1-2
Count and Dump/ level 1 pg. 28, 1-3 Making
Towers/level 1 pg. 29, 1-4 Counting
Stories/level 1 pg. 30-33, Lesson 1-8 pg.3536 Grow and Shrink/ level 1, Lesson 1-10
pg. 38 Hunt for It/ level 1, 1-11 pg. 39-40
Peek and Count/ level 1, 1-12 Find a
Match/level 1 pg. 40-42, 1-24 Counting with
the number shapes/level 1 pg. 54, 1-25 RollA-Tower Race/level 1 and such also NOTE
More or Less Activities thinking level 1(Is
it more or less) starting on pg. 143
Grade KUnit 2 pg. 30
and pg. M3
Assessment
Checklist:
Counting
Grade KUnit 2 pg. 98
Assessment
Checklist:
Comparing
Quantities
Grade K Unit
4- session 2.1
Assessment
Checklist:
Counting pg.
63 and pg.
M15
Kathy
RichardsonAssessing
AVMR
Addition and
Subtraction
Assessment
will give a
Construct for
Addition and
Subtraction
Arithmetical
Strategies
Kind. Initial Screener NEXT STEP GUIDE
move on to
determining how
many more or how
many less on
number is than the
other. The goal is for
children to
internalize the
relationships among
numbers to 5 (and
later to 10) so that
they “know” them
without having to
figure them out.
Count:
Compare pg.
94
Grade K Unit
2- session 2.9
Comparing
Names pg.
121
Grade K Unit
4- session 2.1
pg. 58
Revisiting
Counting
Grade K- Unit
4 session 2.2
pg. 65 Collect
10 Together
Grade K- Unit
4 pg. 38
student
activity book
Unit 1 also
Unit 2 pg.
39, pg. 61,
pg. 117 as
well as
other Units
Grade K
Unit 1Classroom
Routines:
Attendance
, Today’s
Question
pg. 94 also
found in
Kind. Units
2-7
Grade K
Unit 1Counting
Jar:
Recording
Pg. 100
Grade KUnit 4
Double
Compare
pg. 105
Grade KUnit 4 Toss
the Chips
pg. 144 and
student
activity
book pg. 39
Grade 1Unit 1
Compare
Dots pg. 73
and pg. M12
Dot Cards
pg. M11
Math
Concepts:
Counting
Objects (1)
begin by
determining
the largest
number of
objects the
child is able
to count