Numbers 1–10

Strand: Number
Outcomes: 3, 4, 5

Step 5: Follow-up on Assessment

Guiding Questions

What conclusions can be made from assessment information?
How effective have instructional approaches been?
What are the next steps in instruction?

A. Addressing Gaps in Learning

If a student is having difficulty learning to count to 10 and making one-to-one correspondences with sets up to 10, begin by working with sets up to five first. Chanting can help students remember how to count. Songs and other things with rhythms can also help. Use manipulatives as much as possible and choose objects relevant to the student. Repetition will help. When writing numerals, have students write them in many different mediums, including tracing on sandpaper and in the sandbox. (You can cut out numeral shapes in sandpaper and have students trace the shapes.)

B. Reinforcing and Extending Learning

Students who have achieved or exceeded the outcomes will benefit from ongoing opportunities to apply and extend their learning.

Consider strategies, such as the following.

Present problem-solving situations for students where they can extend their learning. For example, ask what they would do if they could buy flowers that are yellow and red and tell them that you want 10 flowers. How many red flowers and how many yellow flowers would they buy to get 10 flowers? How many other combinations of red and yellow flowers could they buy?
Give a student 10 pennies and tell him or her that he or she can buy from a selection of items. The items include a piece of gum for two cents, an eraser for four cents, a plastic toy for three cents, a pencil for five cents, a sticker for one cent, etc. Ask what he or she can buy for 10 cents.
Have a student make his or her own number book. Allow students to take digital photographs of sets from one to ten. Print the photographs and paste them onto a page where the student then writes the numeral and the number word.
Provide tips for parents on practicing numbers from one to ten at home. Ask them to support students as they look for sets of objects at home. Ask them to help make a graph of how many different items they have at home; e.g., how many beds, how many windows, how many people.