Counting On Addition Intervention Kit

Rated 4.8 out of 5, based on 25 reviews
25 Ratings
First Grade Frame of Mind
Grade Levels
1st, Homeschool, Staff
Resource Type
Formats Included
  • PDF
22 pages
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  1. Your students need more help with the counting on with addition strategy to strengthen their number sense? Let's get them beyond the counting all strategy to help them add quickly and efficiently, and free up their working memory for multi-step problem solving and more! You can do it all with this r
    Price $21.60Original Price $27.00Save $5.40


Your students struggling to understand and use the counting on strategy? Let's get them beyond the counting all strategy to help them add quickly and efficiently, and let their working memory be freed up for problem solving and more! Step-by-step directions are easy for parents and volunteers.

With this researched-based intervention kit for assessing and teaching students to move from the counting all to counting on strategy. I will share the behaviors typical for each strategy and the four mini-lessons important to grow your students to become more fluent and fast in their addition math fact fluency.

My first graders always struggled to move toward counting on and I had a difficult time understanding why. After spending some time researching on the topic, I finally found the reasons why students are stuck with the counting all misconception and how to move them away from it.

First you will pre-assess students individually with an easy, quick test. Everything you need to test is in the kit, along with a class score sheet and behavior checklist. So easy that a parent helper or teacher aide can easily do it! Then, students who need intervention go through a series of 4 mini-lessons either individually or with a small group. I provide step-by-step lessons and when to move students onto the next level.

Mini-lessons included are:

☑ believe the number

☑ interrupting teacher

☑ the plus one

☑ start with the big one

Reassess students again at the end of all the mini-lessons. You have everything you need from beginning to end. Rationale and sources to show how it is all research-based is included.

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Total Pages
22 pages
Answer Key
Teaching Duration
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to see state-specific standards (only available in the US).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Look for and express regularity in repeated reasoning. Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (𝑦 – 2)/(𝑥 – 1) = 3. Noticing the regularity in the way terms cancel when expanding (𝑥 – 1)(𝑥 + 1), (𝑥 – 1)(𝑥² + 𝑥 + 1), and (𝑥 – 1)(𝑥³ + 𝑥² + 𝑥 + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.


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