Counting up from one, and counting an amount of objects are not the same.
I say this, because it is easy to assume that just because our preschooler can count 1-20, it means they understand 1-20.
It does not mean the same thing.
By Kindergarten, children will be asked to understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Use this just as a benchmark.
Remember it, and save it for when your child has confidently mastered counting 1-10.
Once you are sure they understand the number name and how it relates to the amount, begin to use the numbers out of sequence.
For me, I know that my preschooler can confidently recall numbers 1-10 and can associate the number name with an amount of objects. I also know that he cannot confidently recall numbers 11-20. So this was a bit of a challenge. Read below to see how I would alter this activity for future use.
This game focuses on two things:
Identifying numbers 1-20 out of sequence.
Matching the last number of bears counted with the correct number name.
First, review the number names that are in front of your preschooler.
Next, lift up the bowl and count the bears.
Finally, assign the correct number name with the amount of bears under the bowl.
What I would do differently:
Less bowls. – After two bowls, Grey was finished.
Next time I would have the large row of numbers but only one bowl at a time. I would follow Grey’s lead as to how many we do in one sitting.
I would play the first time only with numbers 1-10. This is because I know he understands these numbers well and would gain confidence.
The revisit would include a mix of 1-10 and 11-20 as seen above.
Think About It:
What do you know about your preschooler and the numbers they know? Did the information above help you better understand the difference between counting and number association with objects?