Getting Started |
Misconception/Error The student is able to count each set of objects, but is unable to determine which set contains one more than the given number. |
Examples of Student Work at this Level The student counts the objects correctly, but does not identify which sets contains one more than each given number (e.g., the student says that one more than five is five or any number other than six). |
Questions Eliciting Thinking What does ‘more than’ mean?
If I have three apples (show three fingers), what is one more than three?
How can you find how many are in each set?
How many butterflies are there? If the student answers correctly ask, “What if we added one more butterfly? How many would there be then?” |
Instructional Implications Count a set of eight cubes quickly, such as “one, two, three, four, five, six, seven, eight,” and then add one more cube and say, “And that makes ___?”
The student should play counting games with the teacher/partner that include questions such as, “What number comes after five?” This can begin with the student using a number line or a hundreds chart. However, the student should eventually be able to answer the questions without the use of one of these tools. |
Moving Forward |
Misconception/Error The student is inconsistent in determining which set has one more. |
Examples of Student Work at this Level The student correctly answers the question, “Which set has one more than five (and six),?” but cannot answer the question, “If I added one more to the ladybugs, how many would there be?”
The student may also only identify one of the sets (butterflies or flowers) correctly as one more. |
Questions Eliciting Thinking How many butterflies are there? If the student answers correctly, ask, 'What is one more than six?'
If the student is struggling with ‘one more than,’ ask, “If I have three apples (show three fingers), what is one more than three?”
What is one more than three? |
Instructional Implications Use number cards (with numbers zero through five and sets of counters for each number) or playing cards. Draw the top card and ask, “What number comes next?”
Count a set of eight cubes quickly, such as “one, two, three, four, five, six, seven, eight,” and then add one more cube and say, “And that makes ___?”
Have the student match two sets of manipulatives (linking cubes, counters, etc.), where one set contains one more than the other set to help students understand the concept of one more than. |
Almost There |
Misconception/Error The student is unable to explain his or her thinking. |
Examples of Student Work at this Level The student is able to tell which set has one more, but is unable to explain how he or she knows the number provided is one more than the number of objects counted.
The student also correctly answers that there would be six ladybugs if one more were added to that set. |
Questions Eliciting Thinking How do you know seven is one more than six?
How do you know how many are in each set? |
Instructional Implications Use number cards (with numbers 0 through 10 and sets of counters for each number) or playing cards. Draw the top card and ask, “What number comes next?”
Provide the student with different sets of object to determine if he or she can tell you how many there would be if one more was added to the set. |
Got It |
Misconception/Error There are no misconceptions or errors. |
Examples of Student Work at this Level The student correctly identifies which sets contain one more than the given amounts. The student says that one more than five is six (lady bugs).
The student counts the sets of objects correctly demonstrating stable order and one-to-one correspondence.
The student is able to explain and justify why each set of objects is one more than the given number. |
Questions Eliciting Thinking What number comes after 18?
If I had 18 cubes and then I added one more, how many cubes would I have then?
What if I added two more cubes?
What if I took one cube away, how many cubes would there be? |
Instructional Implications Students at level IV should begin to work on the Counting On strategy. Give the student a number within 10 and then ask the student to Count On two or three more.
Continue to work with the Counting On strategy with increasingly-challenging numbers.
Expose the student to skip counting by tens or twos. Allow the student to experience the verbal sequence of counting by numbers other than one. |