Counting and Cardinality: See

Counting and Cardinality: Video 1

Download the video [MP4, 5MB]

Describe the physical environment for this activity. Who is participating? Who is leading the activity? What seems to be the goal? What does the teacher ask the children to do together? What does she say and do to involve individual children in the activity?

Which teaching practices does the teacher use to help children understand that a numeral represents a quantity? Check the “Know” and “Do” sections for ideas.
What materials has the teacher provided to support the children’s learning about counting and cardinality?

What are some other ways the teacher can involve the children in developing mathematical knowledge?
What are some materials and activities teachers can offer children to support their understanding of numbers, written numerals, quantities, and concepts such as more than and less than?

Download the video [MP4, 6MB]

Describe the physical environment where the activity is taking place. Who is participating? Who is leading the activity? What is the goal? What does the teacher ask each girl to do? What does the counting girl say when the hoops are removed? How does the teacher respond to her? What concept does the teacher focus on at the end of the video segment? Are there any signs that show the children understand this concept?

Which teaching practices does the teacher use to help children understand that the words they say while counting represent the number of hoops on the ground? Check the “Know” and “Do” sections for ideas.
What might the teacher have learned about the girl who does the counting? What does this girl know how to do related to counting and the number of objects in a small set?

Young children are active learners, so planning a physically engaging experience about counting is an effective teaching strategy. What are some other ways to support children in learning this skill? How can such strategies be incorporated in everyday routines and transitions as well as planned activities?
How can teachers create a math-rich environment? What might they include in the environment to support children’s understanding of written numerals, numbers, and quantities?