Counting Games
Read the Fine Print
- Author:
- Terry Kawas
- Subject:
- Mathematics and Statistics
- Institution Name:
- Mathwire
- Collection:
- Mathwire
- Grade Level:
- Primary
- Grade Sub-Level:
- Lower-Primary
- Grades:
- Kindergarten
- Abstract:
These games support student development of number sense and the concept of mathematical operations
- Course Type:
- Learning Module
- Languages:
- English
- Material Type:
- Games
- Media Format:
- Graphics/Photos, Text/HTML, Downloadable docs
- Conditions of Use:
-
Custom Permissions
Teachers are welcome to download any of the activities for free use in their classrooms. No activities may be copied for use on other websites or included in commercial products without permission in writing from Terry Kawas, webmaster.
Comments
Degree of Alignment to CC.K.CC.4: Superior (3)
Young mathematicians benefit from many varied counting experiences. This may be novel for many children, engaging them in a new/different counting game to build and reinforce skills.The repetition of counting objects within 20 targets content standard.
Quality of Instructional and Practice Exercises: Strong (2)
The featured activity can be played multiple times. Additional activities linked/identified support content and offer extended practice.
Quality of Technological Interactivity: Strong (2)
Fish game does not have tech/interactive component. The COUNT US IN activity linked has many different counting activities that students may find engaging. They can be self-selected and can move on as desired. Young students may need explicit guidance.
Quality of Assessments: Not Applicable (N/A)
Although not explicity identified as assessment, most teachers would observe and record evidence of student learning throughout student workd with activities.
Utility of Materials Designed to Support Teaching: Strong (2)
Questions to press student thinking are not evident. (Good questions can strengthen learning and help adjust activity for a range of learners.)
Quality of Explanation of the Subject Matter: Strong (2)
Teacher may need to restate goals and continue to ask guiding questions to help reinforce learning targets with young students. This is not explicit in lesson plan.