# Counting Centers

This page provides examples of Counting Centers aligned with the Early Childhood Assessment in Mathematics (ECAM) counting continuum (Board of Education of the City of New York, 2001; State Education Department). These centers can be used by teachers or parents to support students' progress within a stage, or to facilitate movement to the next stage on the ECAM continuum.  For centers aligned with the Numeration continuum see here.  For centers aligned with the Addition and Subtraction continuum see here.  For more information on using centers as an ongoing routine to develop math fluency in Kindergarten, 1st and 2nd grade classrooms see here.

Stage A:
These children are just beginning to learn the ‘counting by ones’ sequence. They can recite small sections of the counting sequence. When counting objects, they are just beginning to coordinate one object with each number name.

Next Steps:
- Recite the counting sequence beyond ten
- Coordinate counting objects with number names to at least ten
- Use materials to make sets to show a given number less than
ten

For more Centers aligned with stage A see this document.

Stage B:
These children are confident counting to ten. They can recite the counting sequence beyond ten, coordinate counting objects with number names to at least ten and can use materials to show a given number less than ten.

Next Steps:
- Develop proficiency in counting more than 20 objects
- Oral count by ones to at least thirty

For more Centers aligned with stage B see this document.

Stage C:
These children are proficient at counting objects by ones. They know the counting sequence to at least thirty and can coordinate counting objects with number names beyond twenty.

Next Steps:
- Count forward by ones within 100
- Count backwards by ones from ten

For more Centers aligned with stage C see this document.

Stage D:
These children can mentally manipulate the ‘counting by ones’ sequence. They can start the counting sequence at numbers other than one, and count on by ones.

Next Steps:
- Count forward by tens, fives, and twos
- Count backwards by ones from twenty

For more Centers aligned with stage D see this document.

Stage E:
These children are beginning to count in various intervals (skip count). They can skip count forward by twos, fives and tens. They can count backward by ones from twenty.

Next Steps:
- Skip count by fives and tens from any 2-digit number
- Count backward by ones from any 2-digit number
- Count backward by tens from decade numbers
- Count mixed collections of coins within one dollar

For more Centers aligned with stage E see this document.

Stage F:
These children are proficient with counting in various intervals. They can skip count by various numbers, and can count by fives and tens starting at any number. They can count backward by ones from larger numbers.

Next Steps:
- Skip count forwards and backwards by ones, tens, and hundreds from
any 3-digit number
- Count mixed collections of coins greater than one dollar

Possible Centers:
Count by Fives (ver. 4)
Continue Coin Scoop (with mixed collections greater than \$1.00)

For more Centers aligned with stage F see this document.

Stage G:
These children fluently count through and across hundreds.  They can count forwards and backwards by ones, tens and hundreds within 1,000 starting at any number.  They use many skip counting sequences.

Possible Centers:
Skip Counting Towers

Counting Collections (ver. 6)
(encourage students to group objects in collection by 3's, 4's, 6's, 7's, 8's, and 9's to further develop skip counting by various numbers)
The text passage describes various stages of counting skills for early childhood education, detailing the abilities and next steps for each stage from A to G. It does not contain any specific mathematical questions or answers.
no_question
Given a text passage, determine:
    1. If it contains a mathematical question (including word problems or calculations)
    2. If an answer to that mathematical question is provided in the text

First, describe the content structure you found in 1-2 sentences.

Then provide your analysis in the following format:
TYPE: <one of the following values>
- NO_QUESTION
- SINGLE_QUESTION
- SINGLE_QUESTION_WITH_ANSWER
- MULTIPLE_QUESTIONS
- MULTIPLE_QUESTIONS_WITH_ANSWERS
system
# Counting Centers

This page provides examples of Counting Centers aligned with the Early Childhood Assessment in Mathematics (ECAM) counting continuum (Board of Education of the City of New York, 2001; State Education Department). These centers can be used by teachers or parents to support students' progress within a stage, or to facilitate movement to the next stage on the ECAM continuum.  For centers aligned with the Numeration continuum see here.  For centers aligned with the Addition and Subtraction continuum see here.  For more information on using centers as an ongoing routine to develop math fluency in Kindergarten, 1st and 2nd grade classrooms see here.

Stage A:
These children are just beginning to learn the ‘counting by ones’ sequence. They can recite small sections of the counting sequence. When counting objects, they are just beginning to coordinate one object with each number name.

Next Steps:
- Recite the counting sequence beyond ten
- Coordinate counting objects with number names to at least ten
- Use materials to make sets to show a given number less than
ten

For more Centers aligned with stage A see this document.

Stage B:
These children are confident counting to ten. They can recite the counting sequence beyond ten, coordinate counting objects with number names to at least ten and can use materials to show a given number less than ten.

Next Steps:
- Develop proficiency in counting more than 20 objects
- Oral count by ones to at least thirty

For more Centers aligned with stage B see this document.

Stage C:
These children are proficient at counting objects by ones. They know the counting sequence to at least thirty and can coordinate counting objects with number names beyond twenty.

Next Steps:
- Count forward by ones within 100
- Count backwards by ones from ten

For more Centers aligned with stage C see this document.

Stage D:
These children can mentally manipulate the ‘counting by ones’ sequence. They can start the counting sequence at numbers other than one, and count on by ones.

Next Steps:
- Count forward by tens, fives, and twos
- Count backwards by ones from twenty

For more Centers aligned with stage D see this document.

Stage E:
These children are beginning to count in various intervals (skip count). They can skip count forward by twos, fives and tens. They can count backward by ones from twenty.

Next Steps:
- Skip count by fives and tens from any 2-digit number
- Count backward by ones from any 2-digit number
- Count backward by tens from decade numbers
- Count mixed collections of coins within one dollar

For more Centers aligned with stage E see this document.

Stage F:
These children are proficient with counting in various intervals. They can skip count by various numbers, and can count by fives and tens starting at any number. They can count backward by ones from larger numbers.

Next Steps:
- Skip count forwards and backwards by ones, tens, and hundreds from
any 3-digit number
- Count mixed collections of coins greater than one dollar

Possible Centers:
Count by Fives (ver. 4)
Continue Coin Scoop (with mixed collections greater than \$1.00)

For more Centers aligned with stage F see this document.

Stage G:
These children fluently count through and across hundreds.  They can count forwards and backwards by ones, tens and hundreds within 1,000 starting at any number.  They use many skip counting sequences.

Possible Centers:
Skip Counting Towers

Counting Collections (ver. 6)
(encourage students to group objects in collection by 3's, 4's, 6's, 7's, 8's, and 9's to further develop skip counting by various numbers)
user
The text passage describes various stages of counting skills for early childhood education, detailing the abilities and next steps for each stage from A to G. It does not contain any specific mathematical questions or answers.

TYPE: NO_QUESTION