Counting From Anywhere Cards
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Counting From Anywhere Cards
1. STARTING-NUMBER CARDS
Cut along the dotted lines. Shuffle the cards and draw one starting number.
0
. . . . . . . . . .5
. . . . . . . . . .10
. . . . . . . . . .12
. . . . . . . . . .18
. . . . . . . . . .20
. . . . . . . . . .25
. . . . . . . . . .30
. . . . . . . . . .37
. . . . . . . . . .40
. . . . . . . . . .50
. . . . . . . . . .63
. . . . . . . . . .75
. . . . . . . . . .90
. . . . . . . . . .100
. . . . . . . . . .2. DIRECTION AND STEP-SIZE CARDS
Draw one direction card and one step-size card. Count aloud or record your sequence.
Direction cards
Count forwards
. . . . . . . . . .Count forwards
. . . . . . . . . .Count forwards
. . . . . . . . . .Count backwards
. . . . . . . . . .Count backwards
. . . . . . . . . .Count backwards
. . . . . . . . . .Step-size cards
1s
. . . . . . . . . .1s
. . . . . . . . . .2s
. . . . . . . . . .2s
. . . . . . . . . .5s
. . . . . . . . . .5s
. . . . . . . . . .10s
. . . . . . . . . .10s
. . . . . . . . . .100s
. . . . . . . . . .100s
. . . . . . . . . .3. COUNT, EXPLAIN AND CHECK
WALT: We are learning to count forwards and backwards from any whole number and explain how place value helps us.
Success criteria: I can use the starting number, direction and step size. I can notice what changes and what stays the same. I can check my sequence using a number line, counters or the inverse operation.
Example strip:
246, count forwards in 10s: 256, 266, 276
702, count backwards in 100s: 602, 502, 402
Teacher note: Students draw one card from each category and count aloud or record the sequence. Ask: “What changed? What stayed the same? How did you check?”
Support: Use counters, a number line and sentence starters such as “The step size is ___ because…”
Plenary: Share one sequence and explain the changing ones, tens or hundreds place.
Extension: Create a sequence that crosses a place-value boundary, or write a sequence with a missing starting number.
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