Number Sequence

(counting) Conservation 1:1 Correspondence

Value (Show how
many)
Students
Beginning: 1-5
Developing: 1-10
Secure: 10 and
higher
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Counting
Cardinal Numbers
(Tell how many) Subitizing Counting in a set Creating a set
Comparative
Vocabulary
Beginning: Unable
Developing: 1-5
Secure: 1-10 (and
higher)
Beginning: Unable
Developing: Not all
correct 1-5
Secure: 1-5 (or
higher/more
complex)
Beginning: Unable
(no 1:1, counting out
of order)
Developing:
Continues to
count/disorganizatio
n
Secure: Able to
count 5-10 from set
Beginning:
Unable
Developing:
Creating a set
under 5, with
naming
Secure: 5-10
creating & namnig
a set
Beginning: Unable to
use vocab, unable to
identify
Developing: Able to
identify, not
consistently using
vocab
Secure: Consistently
using more, less and
can identify
Counting Quantity Comparisons
Order
Positional
Vocabulary Ordinal numbers Investigate writing Identify numerals
Before, after, in
between
Beginning: Unable to
use vocab, unable to
identify
Developing: Able to
identify, not
consistently using
vocab
Secure: Consistently
using ordinal
numbers thru 10 and
can identify *Discuss*
Beginning: Cannot
identify all numerals
1-5
Developing: Cannot
idenitfy all numerals
1-10
Secure: Consistent
number recognition
1-10
Comparisons Numerals
Teacher Notes:
Number Sequence Conservation 1:1 Correspondence Value (Show how
Students Beginning: 1-5 Beginning: Unable Beginning: Unable
Libby 1- 10 (secure) 5, 2, 9, 7 (all 4, 5, 6.. 3, 2, 6, 8 (correct)
Joshua 1-11, Mixed up all 2, 3... No regular pattern- 2, 4 (correct)
Peyton 1- 10 (secure) Started counting May need to re- 3, 5, 7, 16 (put
Simi 1-21, 21-29, skipped 6, 7, 8, 9, 10 1:1 through 8, but 2, 4, 5, but lost it at
Nya 1-10, said she could 4 Yes, 1:1 Yes, but did confuse
Valentin 1-13, then skipped 8, 7 "don't know" Yes, up to 8 Could for 2, 4, put
Rei 1-15, prompt 16, 17, 6, 7, 8, 9, 10 Yes 4, 7, 9 (correct)
Yuumi 1/10/2013 6, 7, 8, 9, 10 No couldn't name
Ren 1-9, then 18 6, 7, 5, maybe 6 Some 1:1 until 4, 2, 4, but 5 and 8 did
Aya 1-10, prompt then 6,7,8 Yes 2, 4, 5, and 9. Made
JaeWon Solid 1-10, Could go NA- did not see this Not consistent (in 1-5 (was able to do
Counting
Comparisons
Cardinal Numbers Subitizing Counting in a set Creating a set Comparative
Beginning: Unable Beginning: Unable Beginning: Unable Beginning: Beginning: Unable to
3, 2, 6, 8 - able to 1-4, but for 5 dots 10 cubes is two sets 2 & 5 correct, Identified the bowl
3 (correct), Knew 1 and 2, but inconsistent, could do 2 and 3, Identified the bowl
4- Said 3 able to subitize 1-4, grouped 3, then 1 set of two identified more and
Was able to name 1- 1-5 secure made a set of 4 and made 3 and made identified more and
Identified 1-10 Secure 1-5 Can count 5-10 in a Secure forming identified more and
Could identify 3, and 1-4, but for 5 said "I was able to count miscounted did not know before
consistently correct All correct 1-5 pulled a group of 3 consistent up to could not use
Knew 3, but not could not tell any of took the cubes apart could not create a Repeated words, but
could show 5, but knew 1-2, but used 12 cubes to for 3 said 4, 2 did not identify more
confustion beyond 1-5 all correct pulled three off, then 2, 5, 10 made 9 to Distinguished "more"
2- correct Showed with fingers Initially only had 4 Was putting out NA-language
Counting Quantity
Order
Ordinal numbers Investigate writing Identify numerals
Beginning: Unable to *Discuss* Beginning: Cannot
Identified first and Wrote numbers 1- Identified all
Could not identify or Wrote the number Identified all
couldn't identify first, wrote letters instead identified all
Could not identify or made a 7 (reversed) identified all
Identified first and wrote all numbers 1- identified all
knew 1st and last, wrote L for numbers knew all except 6
knew first and last, wrote 2, 3, and 7 identified all
Not able to Wrote 1 counted the
identified first and wrote the number 1. identified 1-10, but
Identified second and Wrote 1-12 with only Identified all
Not able to Wrote L, A, and H Id. 1-4, but not
Numerals
Teacher Notes:
Number Sequence
(counting) 1:1 Correspondence
Value (Show how
many)
Cardinal Numbers
(Tell how many)
Students Beginning: 1-5 Beginning: Unable Beginning: Unable
Ansh
1-20 (secure)
Counted 1-39 (no
errors)
Repeated some #s
in 40-50
Stopped at 89
2, 4, 8, 15
(at 2 said "I just
need two more" to
get to 4)
3, 4, 9, 13 (said 14-
corrected- said 13..
Counted 4 times)
Was able to write all
numbers except 13
(wrote 30- asked is
it a 3 and a zero? Or
3 and a 1?)
Maryam
1-15 (skipped 16 &
17), 18-20 Not consistent 1, 3, 6, 8 (correct) 2, 4, 7, 9 (correct)
Reyaa
1-8 asked - do you
know what's next?
"Yes! 15, 19, 11, 14,
11"
Not touching - going
super fast and
skipping around in a
random pattern
Asked for 5 - she
gave 6, asked her to
check, she
confirmed 6 as 5
incorrectly, when I
gave 7 buttons she
said there were 9,
asked her to check
and she confirmed
that there were 9
incorrectly
2, 5, 7 correct, said
"10 for 9, said "11
for 8 - inconsistent
Zahaan
1, 2, 3, 4 (big
pause) 5 - 14 fine
then went to 17 and
stopped.
Not consistent,
using his "counting
finger" but no pulling
aside of items, no
logical path taken,
over counts by
going in circles and
randomly stops at a
different number
each time when
counting the same
object set.
No - asked for 3, he
took a huge handful
and gave me all of
them. Reworded it
to "can I j=have just
3 buttons?" and he
gave me another
handful.
7 were given said
"8", 6 were given -
said he couldn't tell
me, 4 were given -
OK, 5 were given
OK
Counting
Sienna
1 - 30 no problem.
Prompted her, do
you know what's
next? 31! and then?
no, I don't know
Up to 10 she is
touching each
object but is not
pulling or organizing
and after 10 easily
gets mixed up.
Yes! Asked for 7,
she gave, asked her
if I took 2 away from
the pile what would
be left, she knew 5
without counting
again, asked for 9
and she quickly put
on some more -
counted again 1 - 9.
Gave 5, 7, 10, no
problem.
Zara
1-16, repeated 16,
then went up to 23 &
stopped. Prompted,
do you know what's
next? 23 - 29 was
fine then she went
to 20-10, 20-11, 20-
12, 20-13, all the
way up to 20-19
where I stopped her.
Is touching and
pulling up to 10,
after 10 she is
skipping and
rushing
Was able to give
correct number of 7,
3, 10, & 12
counters. Wanted
to show how she
could write numbers
- is able to write 1 -
4.
Counted 4, 10, 6, &
3 counters.
Edward
"I can count but I
don't want to." Lots
of prompting, got
him to count 1 - 29
VERY fast. Had
him do it again
slower and he got all
numbers 1-29.
Asked what's after
29? He said "20"
Fairly consistenly
touches and pulls
up to 20 & after that
it's more random.
Was able to give
correct number of 9,
3, & 4 counters.
Asked for 7, 10, 4
counters he as able
to give them. When
counting to 10 he
counted 5 twice but
quickly corrected
himself
Elina
Counted easily 1 -
29. After 29 she
said 26 and then
stopped.
Is not touching or
pulling for "small"
numbers 1 - 7, she
just looks and
counts silently in her
head and is
accurate each time.
For bigger quantities
she will use her
"counting finger"
when prompted.
Gave 3, and 5
counters with ease.
Asked for 8 she
gave 9, counted,
said oops, took one
away and said, "now
8"
Looked but did not
use counting finger
and was able to
identify 7, 6, 4, 8
counters.
Sofia
Counted easily 1 -
39, then went to 30 -
39 again and again
until I stopped her.
Uses her counting
finger but floats over
the objects - does
not touch or pull
aside so she misses
objects or skips
numbers.
Asked for 5 - she
did, asked for 2
more, how many is
that? knew 7 without
counting.
Gave 5 & she knew,
gave 2 more - she
knew 7 without
counting, took 2
away and she
thought there were 6
- she did not count.
Gave 9 and she
said 10 - sort of held
her finger over the
counters and almost
touched them and
ended up double
counting one.
Patrick
1-11 (solid)
Then 11, 22-29
3, 5, 6, 8 (all
correct)
Arin
1-12 no issues,
then12, 14, 19
up to 10 it is present
- touching but no
pulling aside
When asked for 2, 4
he was able to give
me but was not able
(or willing?) to give
me 6, 7, or 8
Able to identify 3, 5,
6 counters but not
higher
Comparisons
Conservation Subitizing Counting in a set Creating a set
Comparative
Vocabulary
Beginning: Unable Beginning: Unable Beginning: Unable Beginning: Beginning: Unable to
5, 7, 12 (correct)
2, 3, 1, instantly
correct, was unsure
with 5 but then
asked "was it 5?"
with 4 he said 3 but
then instantly
corrected, no 4!
immediately split the
group in 1/2 and
handed them over.
took the 5, said 5
took the other 5,
said 5 and then
10 all together.
picked the bigger pile
becaue "this has so
much and that has
so less"
What would come
after five... "Um.
nothing"
Did not demonstrate
conservation with
buttons either
got 1, 3, 5, 2 but
said "2" for 4 dots
Had the pile of 10,
started removing
bocks instead of
making a new pile
saying "1 out, 2 our,
3 out - she stopped
to count discovered
7 and annonced,
"more out!" took one
more out and said
now there's 5
Asked for 6, gave
no problem,
asked her to take
2 away - how
many now. Se
took 2 and without
recounting said 4.
Needed prompting -
"which is more?" she
picked the rigth one
but was not able to
say why or say which
group had less - she
only told me "I love
bears."
After 5 is 6, after 9
is 18, was not able
to do any more
Some correct, but
then counted. (e.g.
saw 3, for the next
card said 4 rather
than the number of
dots she saw)
Stacked all cubes,
was not able to sort
only 5
Created a set of 5
Could not create
a set of 7
picked larger group -
I want this one
because that is 5 and
that one is only 3
What comes after 5
when I am
counting? "Um,
8???" How about 4?
"I don't know."
got 2, 1, 5, mixed
up 4 for 3 and 3 for
4
no 1:1 - gave me 7
said "there's 2 left
when really there
were 3. I prompted
"is that a tower of 5?
and he nodded then
put them all together
and counted up to
10 and said there
were 10 (technically
right)
I showed him 3
fingers & he gave
me 3 - 1:1
present. I asked
for 6 he counted
1, 2, 3, 7, 8 and
said he was done.
Picked the less
group initially but
when prompted with
"which is more?" he
picked the more
group but was not
able to say why -
literally said "I don't
know why it's more."
Prompted to count
for comparisons but
even once the
groups were
identified as having 3
and 5 he still didn't
know.
Counting Quantity
After 5 is 6, after 8
she had to start at 1
1, 2, 3, 4 correct, 5
not correct
counted off five and
snapped them
together 1:1 present
Asked for 6 - she
gave 8,
recounted, found
there were 8 and
quickly took two
away. Asked for
4 she gave me 2
and 2 more.
Initially she indicated
she wanted to pile
with less "cookie"
because it was on
the right. When I
prompted her, "which
has more?" she
knew instantly which
one and when I
asked "why?" she
told me (without 1:1
counting) because
there are 5 - she was
correct.
Yes! After 5, 6 after
11, 12 after 8, 9 -
solid conservation! 1, 2, 3, 4, yes, 5 no
counted 1:1 - at first
gave me 6 but then
counted and took
one off before
saying she was
done.
Easily gave 3,
when asked for 6,
she gave 7 then
counted and took
1 away. From 6 I
asked her to give
me 4, she took 2
away.
No concept
unprompted - pointed
out more when
prompted but
couldn't say why.
"5 and one more
finger is 6" "3 and
one more is 4"
only got 1. Said 1
for 2, said 2 for 3,
did not even try 4 or
5
Counted off from
group 5, handed
them over.
2, 8, 6, no
problem
Picked the big pile -
"this one has much
more than that. That
one only has 3 and
this has 5.
No conservation - 5
then next is 6. After
8 is 7 after 4 is 3
although maybe it's
a misunderstanding
of what "after
means"?
knew 1, 2, 3, but
not 4 or 5
counted them off 1
at a time and gave 5
able to give a set
of 2, 3, 4, 7, 9 no
problem
This one is big, that's
only 3 but this one is
5!
After 5 is 6. After 9
is 7.
knew 1, 2, 4 but not
3 or 5
Immediately split the
group in 1/2 and
handed them over.
asked for 6, she
gave 6 at first but
then took one
away "recounted"
but without any
1:1 could do
below 5.
Not sure she
understood what I
was asking for. Even
with prompting
though all I could get
was "I want this
group because it
looks like a smile" (it
was the group with
less in it)
Counted from 1
mentally when
asked
Started back at one
with buttons
2, 3, 4, 1, all fine.
Missed 5
Put all blocks
together, restated
that I wanted 5, he
recounted took 5
away and showed
me the rest.
gave 3 when
asked, gave 3
more when asked
but instead of
recognizing them
all together as 6
he counted 1, 2, 3
and 1, 2, 3 & was
not able to see
that there were 6
total,
selected the "less"
group but didn't know
why - when prompted
knew more and less
but was not able to
say how he knew (he
has lang processing
issues to keep in
mind)
was able to say 6
with LOTS of
prompting from
mom during her
translation - was not
able to get other
numbers
1, 2, 3, 4 yes but not
5
Was either unable
or unwilling to make
a set of 5
Was either unable
or unwilling to
give me counters
of any number
asked for
picked the smaller
group called the
larger group "a lot"
Order
Ordinal numbers Investigate writing Identify numerals
Beginning: Unable to *Discuss* Beginning: Cannot
Knew all ordinal
questions.
wrote 4, 6
(backwards), 3
Instantly knew 2, 4,
5, 7, 8, 9
Totally off on all
questions - mixed up
before and after and
had no clue 1st, last,
3rd, or 8th
asked if she could
write 3, she wrote
13 - number
formation was
decent. She then
randomly wrote 1, 0,
, and 4 all decent
formation
knew all numbers
instantly
even though the front
was pointed out
twice, she reversed
everything - she said
last was first, before
was after and didn't
know between.
I asked if she could
write numbers and
she told me "no, but
I can try!" Did write
a 1, attempted 2 & 3
but was not able to
do it.
got 2, 4, 5, 7, & 8.
said 10 for 9
Was able to identify
1st (it was him) and
who was between
him and his friend.
Was really confused
with the rest and
even thought there
was someone before
him. none
knew 2 and 4,
misidentified 5, 6, 7,
8
Numerals
Knew 1st, last,
before, after, and
between. Not able to
identify 8th or 3rd.
attempted to write
some numbers -
was able to write 1,
tried 3 & 4 but was
not successful and
she knew it.
Able to identify all
numbers given 1, 4,
8, 7, & 3
knew 1st, last,
before. Did not know
3rd, guessed
correctly for 8th, did
not know after. Did
get between.
Wrote 1, 3, 4, and 8.
Tried to write 7 but
was not successful
Knew 2, 9, 8, 7,
misidentified 5
No ordinal concepts
at all (1st, 3rd, 8th,
not even last). Knew
before him, and after
but not between.
wrote a 1, 4, and 10
said he couldn't do
anything else
was able to identify
all
solid
asked for a 3, she
attempted a 3. very confident
1st, last, 8th, before
all ok. 3rd, after,
between no. was not able to
knew 2, 8, 4, 5 -
help up 6
upsidedown and
said 6 but in that
position it was a 9 -
when I tried to get
her to see it as a 9 I
couldn't get her to.
knew 1st and that is
all - even with
prompting he didn't
know
Was able to write 1
,2, 3, and 4 - when I
asked if he knew
how to write any
numbers.
knew all numbers I
showed him and
was able to pick out
numbers from a
group easily
With translation from
mom, he knew 1st,
last, before, and
after. Did not know
3rd, 8th, or between no
Was able to find
and or identify 2, 4,
5, & 7. Called 8, 6
and 9 he just flat out
couldn't identify
Teacher Notes:
Number Sequence 1:1 Correspondence Value (Show how Cardinal Numbers
Students Beginning: 1-5 Either consistently Beginning: Unable Beginning: Unable
Aadith
Avighna
Charles 1-10( random no
Emma
Gaella 1 to 25
Julia 1 to 16
Kiran 1-29( after 29-20)
Pablo 1-10 only too fast
Rhea 1-10(skipped to 20)
Ru
Vadim
Counting
Comparisons
Conservation Subitizing Counting in a Creating a set Comparative
Beginning: Unable Beginning: Unable Beginning: Beginning: Unable Beginning: Unable to
Very quickly 8 easily- asked: What if we more, less. ould even
Could not get 4 and Continued Created sets of 4 and 10 but Could identify that he
only 1. many, less, more
1,2,3. took 4 so just used more or less
no conservation. put 6 and then corrected to too much, too less
1,2,3 more,less
could identify 1,2,3. did not say less but
only 1 counted 6 kept counting. had to be did not say less or
Mixed up, but self- Grabbed five in ponted to more but
quickly 8 easily- What about making more,less
Counting Quantity
Order
Ordinal numbers Investigate writing Identify numerals
Beginning: Unable to *Discuss*Able to Beginning: Cannot
knew all the ordinal 1,2,3,10.MI 5,9 Knows all his
Did not even know Can write a few Knows all his
knew cannot write Knows all his
knew first,third and mirror image recognises all
did not know third. knows some recognises all
did not know third, Can't write numbers. recognises all
got some right. did Can't write numbers. Knew all his
only first. knows some
before, after. can write most knows all his
used fived instead of cant write but tries knows all his
Numerals
Teacher Notes: