Thanks for joining me! I am going to embark on a math intervention journey here in my blog! I will be writing a number of posts that discuss intervention ideas for the areas of number ID and counting, structuring, adding and subtracting, place value and multiplication and division. Today, I’m going to talk about the first skills we need students to master which is number identification and counting.

Number Identification and Counting

Math is systematical. Each concept relies on the previous concept to prepare students for their future learning. According to the math recovery program, AVMR, students must master number ID and counting before teachers should move on to master structuring. They also classify number ID and counting into 5 constructs (or levels). Students master the constructs throughout different grade levels but it's still important that they be taught in that systematic order before moving on to structuring.

  • Example: If your students are in kindergarten, they need to master the skills listed below for their grade. If they have done that, then you can move on to the structuring skills for kindergarten. 

Counting is broken down into to categories, forward number word sequence (FNWS) and backward number word sequence (BNWS). FNWS needs to be mastered by the end of kindergarten and BNWS by the end of 1st. I have a “cheat sheet” chart below that lays out the order number sequencing should be taught in. 

Number identification needs to be mastered by the end of third grade. The chart below shows what numbers students should know by grade level/construct. 

I love referring to this graph because it helps me to easily see what I should expect from the students I work with as well as what our goals are going to be. 

Whole Group Activities:

Math recovery is a small group intervention that can be done within the classroom or in an outside intervention setting. The beauty of it is that it's easy for teachers to implement it into their whole group classroom routines AND small group instruction. Here are some great whole group activities that can help your students with FNWS, BNWS and number identification. 

  1. Count Around: Students stand in a circle and count around the circle. Each child says the next number in the sequence; the child who says 12 must sit down. The next kiddo starts that count again at 1 and it repeats until only 1 student is standing or until it's time to move on to the next activity. There are different ways to extend this activity as students grow in their FNWS. You can have students count a larger range of numbers or a range that crosses decades. You can also use this activity for backward number word sequencing. 
  2. Interactive Number Line Option 1: You will need number cards for the range of numbers your students are working on. An example would be using cards 15-25 to work on teen numbers as well as crossing the decade from the teens to the twenties. Students will take turn drawing a card. Once they have their card, they will place it on the empty number line where they think it would go. The following students will continue to build the number line with the cards they draw. Tip- using cardstock to create giant number cards makes it even more engaging and also helps the students be able to see all of the numbers on the number line. 
  3. Interactive Number Line Option 2: Give each student a number card in the number range you are focusing on. Pick a child to go first. They will display their number and make their way to the number line. The students will then have to look at their numbers to see who goes before and who goes after first student's number. Continue until all of the students have added themselves and their numbers to the number line. Tip: this is more difficult for the students to see the numbers all in a row; if you take a picture, they are able to see the end product they have created.
  4. Secret Numbers: You will need 6 non-sequential number cards for this activity, such as 17, 24, 28, 33, 36, 41. Pick two kiddos and have them pick a card. They should stand about 9 feet apart. Select another child to pick a third card. They have to keep their number a secret and decide where they should stand between the two children whose cards were selected first. Ask the class, what could the number be? Establish that it must be larger than the first number and smaller than the second, larger than the second, or smaller than the first- whatever the case may be. Continue with the next secret number until the cards are all gone. 
  5. The Joke's on You-Counting by Decades: Write multiples of ten on blank playing cards. Add a joker from a regular deck of cards. Shuffle the cards. Give one to each child until they have all been handed out. Have the students lay them face down in a row on the floor, like a number line. The last child to lay theirs down will display their number and find it's spot in the number line. The card that was originally face down in the number line will then be picked up and given to another student. They will find it's spot in the number line, and give the card facing down to another student. Repeat until the joker is found. Students can also play this game in pairs. 

Small Group/Intervention Activities:

Here are some activities that can be easily implemented into one-on-one time or small group instruction:

  1. Small Group Counting: Begin counting in the number range you are focusing on with students, point to a student and have them continue counting, continue until all students have added to the counting sequence.
  2. Greater Than/Less Than Roll: You will need 2 dice for this activity. One student will roll the dice and create a 2-digit number. They must read the number aloud that they have created. The next student rolls the dice, reads the number and determines if it is greater than or less than the other students' number. Continue for multiple rounds. Variations: You could use a spinner with the number 1-9 and a dice to create larger numbers or two spinners with numbers 1-9 on it. You can also add a third dice if you are focusing on three-digit numbers. 
  3. What Comes Next?: This will require a numeral track like the one pictured below. You can create your own using poster board and cutting the flaps or you can purchase some here. I personally just create my own. How this activity works is that you display one number on the track. You then ask the students questions like what number comes before or after? Can  you continue the counting sequence? You can vary this activity by using different numeral sequences.  

Assessment Activities:

All interventions need some sort of assessment to be able to determine if it's a good fit intervention for your student(s) or not. Here are a few assessment ideas that can be used as quick checks to make sure students are making progress. 

  1. Forward Number Word Sequence: Have the student begin counting from a given number such as 1 and stop them at 32. You can do this for any range of numbers you are working with. 
  2. Number Word Before or After: Give students a number and ask them to provide the number either before or after it, depending on what skill you have been or will be focusing on with them. 
  3. Backward Number Word Sequence: This is the same activity as #1 but instead of counting forward, students will count backward form the number you have given them. 
  4. Numeral Identification: Lay out cards in order in the numeral sequence you have been focusing on or plan to focus on with your student. Randomly point to cards and ask them to identify the number. You can alter this activity to ask students to point to a specific number as well- Students maybe able to find the number but not specifically identify it when provided with just that number card.
  5. Sequencing Numerals: You will need numeral cards for the numbers you are working on with your student. Have the student arrange the cards in number order. 
  6. Order Numerals: Provide your student with 4 numeral cards that are not in sequential order such as 14, 22, 28, 31. Have the student place them in order from smallest to largest. 
  7. Locating Numbers in a Range: Take a strip of cardboard about 20 inches long and mark out where numbers 10, 20, 30, etc would be on the number line. Have numeral cards that can be placed between the decades on the number line. Put the numeral cards in order on the desk. Ask your student to read the numbers. Choose a number to have them identify. Ask them to put it on the cardboard number line where it would be in sequential order. Repeat for the other number cards. 

Great Resources:

These books have been amazing resources for my math interventions and I am extremely happy with the progress my students have made by using them. Click on the picture to get your hands on them!