COUNTING SKILLS

Addition and Subtraction Fluency

QUICK EXERCISES
FOR THE ONE-MINUTE TEACHER
Instructor’s Manual

1 - 877 - 368 - 1513

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 Introduction

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Math The One-Minute Teacher Does:

Rote Counting Skills from 1 to 10 …………………………………………….. 3

Rote Counting Skills from 10 to 20 …………………………………………….. 5

Rote Counting Skills from 1 to 20 …………………………………………….. 8

Rote Counting Skills from 1 to 100 …………………………………………….. 10

Rote Counting Skills from a Number to a Number (Forward) ……………….. 12

Rote Counting Skills from a Number to a Number (Backward) ……………….. 15

Counting by 2s (Forward) and Backwards …………………………………… 17

Counting by 5s to 100 ……………………………………………………………….. 21

Counting by 10s to 100 ……………………………………………………………….. 24

Counting by 4s to 120 ……………………………………………………………….. 26

Counting by 6s to 120 ……………………………………………………………….. 28

Counting by 8s to 120 ……………………………………………………………….. 30

Counting by 12s to 180 ……………………………………………………………….. 32

Counting by 3s to 75 ……………………………………………………………….. 34

Counting by 7s to 140 ……………………………………………………………….. 36

Counting by 9s to 108 ……………………………………………………………….. 38

Counting by 11s to 132 ……………………………………………………………….. 41

 The One-Minute Teacher
Teaches
Rote Counting Skills from 1 to 10 (Forward)
Rationale:
Until a student has well-developed counting skills, all other aspects of arithmetic will be difficult
or Impossible to do. Fluent counting skills are the basis for most other activities in arithmetic.
There are a number of different components that students need to be taught before they attempt
to learn more advanced arithmetic operations such as addition or subtraction. Counting
forwards is essential for addition. To the extent that we do not prepare the student with fluent
counting skills, the task of teaching arithmetic will be problematic. In this exercise we will teach
rote counting from 1 to 10 forward and we will practice until the fluency level of 200 counts per
minute with 2 or fewer errors is reached.

Materials:
The numbers from 1 to 10 printed below.
A second blank sheet of paper.

1 2 3 4 5 6 7 8 9 10

Rote Counting from 1 to 10. See and Say Numbers from 1 to 10

This task should be done for a couple of minutes each day until the student counts to 10 quickly
and easily without errors.

Task 1: Counting from 1 to 5

Cover the numbers from 6 to 10 with the blank sheet of paper. Say to the student, "Now we are
going to learn to count. I am going to count from 1 to 5. I will touch each number and say it.
Listen." Touch each number from 1 to 5 and say it. "1, 2, 3, 4, 5. Listen again." Touch each
number from 1 to 5 and say it again. "1, 2, 3, 4, 5."

Say, "Count from 1 to 5 with me. I will touch the numbers. When I touch the number we will both
say it. Ready." (Signal) Touch each number and count from 1 to 5 with the student. Say, "Good
job. You did it. You counted from 1 to 5. Let's do that again. Count with me. Ready." (Signal)
Touch each number and count with the student. "1, 2, 3, 4, 5. Good work."

Say, "Now try that all by yourself. Touch each number and count from 1 to 5. Ready." (Signal).
Watch the student touch each number and listen to the child count from 1 to 5. Say, "You did it.
Good counting. Do that for me one more time. Ready." (Signal) Repeat task. Say, "Excellent,
you are learning to count well."

Correction Procedure:
If the child cannot count to 5 without making errors, change the task and count from 1 to 3. )
Cover up all of the numbers after 3. When the child can count to three without making mistakes
uncover the next two numbers and count to 5. Make sure the student can count to 5 quickly and
accurately before you begin Task 2.
Task 2: Rote Counting from 1 to 10. Think and Say Numbers from 1 to 10
Remove the sheet of paper and say to the student, "Now I am going to count from 1 to 10.
Listen." Count from 1 to 10. "1,2,3,4,5,6,7,8,9,10. I counted to 10. Listen again while I count to
10. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10."

"Let's do that together. Count to 10 with me. Ready." (Signal) Count with the student. "1, 2, 3, 4,
5, 6, 7, 8, 9, 10." Say, "Nice going. You counted to 10. Let's do that one more time. Count to 10
with me. Ready." (Signal). Count with the student. "1, 2, 3, 4, 5, 6, 7, 8, 9, 10."

"Great job. Now do that all by yourself. Count to 10 for me. Ready ." (Signal) . Listen to the
student count, "1, 2, 3, 4, 5, 6, 7, 8, 9, 10." Say "Excellent counting. Do that one more time.
Ready." (Signal). Listen to the student count, "1, 2, 3, 4, 5, 6, 7, 8, 9, 10." "Great counting!"

Fluency Checks: See and Say Numbers or Think and Say Numbers

When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from 1-10 at 200 counts per minute with no more than 2 errors.

Say to the student, "Now we will do a fluency check for counting to 10. I will time you for 15
seconds. You will count from 1 to 10 as many times as you can until I say, Thank You. First I will
say Ready. Then I will say Please begin. After 15 seconds I will say Thank You. Count to 10 as
many times as you can. Ready. Please begin." Wait for 15 seconds, then say, "Thank You." To
calculate the score, count the number of times the student counted to 10 and multiply that
number by 10. Then add any other counts from the last count where the student did not get to
10. Subtract any errors from this score. Multiply the total number of correct counts by 4 to get a
count per minute for correct counts. Multiply the number of errors by 4 to get a count per minute
for errors. Record both scores.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks dally until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting Skills from 10 to 20

Rationale:
In this exercise we will teach rote counting from 10 to 20 and practice until the fluency level of
200 counts per minute with 2 or fewer errors is reached. Now that the student has met the
fluency standard for counting to 10, we can add the next step.

Teaching the next ten digits has a particular problem because of the way we say their names.
With most 2 digit numbers we say the first digit and then the second digit (e.g. 21 is said as
twenty-one). With some teen numbers, we say the digit in the ones column first (e.g. 17 is. said
as seventeen). This lack of consistency can be confusing to beginning students.
Then there are numbers which have entirely different names (eleven, twelve, thirteen, fifteen,
and twenty.) You don't say fiveteen, but you do say sixteen. Again this is a potentially confusing
situation. To avoid confusion we will model and lead the student through this series.

Materials:
The numbers from 10 to 20 printed below.
A second blank sheet of paper.

10 11 12 13 14 15 16 17 18 19 20

Rote Counting from 10 to 20. See and Say Numbers from 10 to 20.
This task should be done for a couple of minutes each day until the student counts to 20 quickly
and easily without errors.

Task 1: Counting from 10 to 15.

Cover the numbers from 16 to 20 with the blank sheet of paper. Say to the student, "Now we are
going to learn to count. I am going to count from 10 to 15. I will touch each number and say it.
Listen." Touch each number from 10 to 15 and say it. "10, 11, 12, 13, 14, 15. Listen again."
Touch each number from 10 to 15 and say it again. "10, 11, 12, 13, 14, 15."

Say, "Count from 10 to 15 with me. I will touch the numbers. When I touch the number we will
both say it. Ready." (Signal) Touch each number and count from 10 to 15 with the student. Say,
"Good job. You did it. You counted from 10 to 15. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count with the student. "10, 11, 12, 13, 14, 15. Good work."

Say, "Now try that all by yourself. Touch each number and count from 10 to 15. Ready." (Signal).
Watch the student touch each number and listen to the child count from 10 to 15. Say, "You did
it. Good counting. Do that for me one more time. Ready." (Signal) Repeat task. Say, "Excellent,
you are learning to count well."

Correction Procedure:
If the child cannot count to 15 without making errors, change the task and count from 10 to 13.
Cover up all of the numbers after 13. When the child can count to thirteen without making
mistakes uncover the next two numbers and count to 15. Make sure the student can count to 15
quickly and accurately before you begin Task 2.

Task 2: Counting from 16 to 20. See and Say Numbers from 16 to 20.
Say to the student, "Now I am going to count from 16 to 20. Listen." Touch each number and
count from 16 to 20. "I counted from 16 to 20. Listen again while I count from 16 to 20." Repeat.

"Let's do that together. Count from 16 to 20 with me. Ready." (Signal) Touch each number and
count with the student. Say, "Nice going. You counted from 16 to 20. Let's do that one more
time." Count from 16 to 20 with me. Ready." (Signal). Count with the student. "Great job."

"Now do that all by yourself. Count to from 16 to 20 for me. Ready." (Signal). Listen to the
student count. "Excellent counting. Do that one more time. Ready." (Signal). Listen to the
student count from 16 to 20 again. Say, "Great counting."

Correction Procedure:
If the child cannot count to 20 without making errors, change the task. Cover the last five
numbers and count from 10 to 15. When the student can reliably count to 15, add the last 5
numbers and count to 20.

Task 3: Rote Counting from 10 to 15 from memory. Think and Say Numbers from 10 to 15
Cover the numbers with the blank piece of paper. Say to the student, "Now we are going to
learn to count from memory. I am going to count from 10 to 15. Listen. 10, 11, 12, 13, 14, 15.
Listen again. 10, 11, 12, 13, 14, 15."

"Do that with me. Count from 10 to 15. Ready." (Signal) Count from 10 to 15 with the student.
Repeat.
"Good job. Now count all by yourself from 10 to 15. Ready." (Signal) Student counts from 10 to
15. Repeat. "Super work!"

Correction Procedure:
If the student cannot count to 15 without making errors, return to Task 1.

Task 4: Rote Counting from 15 to 20 Think and Say Numbers from 15 to 20

Repeat Task 3 with numbers 15 to 20.
Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from 1-20 at 200 counts per minute with no more than 2 errors.

Say to the student, "Now we will do a fluency check for counting from 10 to 20. I will time you for
30 seconds. You will count from 10 to 20 as many times as you can until I say, Thank You. First I
will say Ready. Then I will say Please begin. After 30 seconds I will say Thank You. Count from
10 to 20 as many times as you can. Ready. Please begin." Wait for 30 seconds, then say,
"Thank You." To calculate the score, count the number of times the student counted from 10 to
20 and multiply that number by 11. Then add any other counts from the last count where the
student did not get to 20. Subtract any errors from this score. Multiply the total number of correct
counts by 2 to get a count per minute for correct counts. Multiply the number of errors by 2 to
get a count per minute for errors. Record both scores.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 One-Minute Teacher
Teaches
Rote Counting Skills from 1 to 20
Rationale:
In this exercise we will combine the previous two exercises to teach rote counting from 1 to 20.
We will practice counting until the fluency level of 200 counts per minute with 2 or fewer errors is
reached. Now that the student has met the fluency standard for counting from 1 to 10, and the
same fluency for counting from 10 to 20, we can add the next step.

Materials:
The numbers from 1 to 20 printed below.
A second blank sheet of paper.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

Rote Counting from 1 to 20. See and Say Numbers from 1 to 20.
This task should be done for a couple of minutes each day until the student counts to 20 quickly
and easily without errors.

Task 1: Counting from 1 to 20.

Say to the student, "I am going to count from 1 to 20. I will touch each number and say it.
Listen." Touch each number from 1 to 20 and say it. Listen again." Repeat.

Say, "Count from 1 to 20 with me. I will touch the numbers. When I touch the number we will
both say it. Ready." (Signal) Touch each number and count from 1 to 20 with the student. Say,
"Good job. You did it. You counted from 1 to 20. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count from i to 20 with the student. "Good work."

Say, "Now try that all by yourself. Touch each number and count from 1 to 20. Ready." (Signal).
Watch the student touch each number and listen to the child count from 1 to 20. Say, "You did it.
Good counting. Do that for me one more time. Ready." (Signal) Repeat task. Say, "Excellent,
you are learning to count well."

Correction Procedure:
If the child cannot count to 20 without making errors, reteach Task 1 (1-10) and Task 2 (1 0 - 20)
of the counting series.

Task 2: Rote Counting from 1 to 20 from memory. Think and Say Numbers from 1 to 20.
Cover the numerals with the sheet of paper and say to the student, "Now I am going to count
from 1 to 20. Listen." Count from 1 to 20. I counted from 1 to 20. Listen again while I count from
10 to 20. Repeat.
"Let's do that together. Count from 1 to 20 with me. Ready." (Signal) Touch each number and
count with the student. Say, "Nice going. You counted from 1 to 20. Let's do that one more time.
Count from 1 to 20 with me. Ready." (Signal). Count with the student. "Great job."

"Now do that all by yourself. Count to from 1 to 20 for me. Ready." (Signal). Listen to the student
count. "Excellent counting. Do that one more time. Ready." (Signal). Listen to the student count
from 1 to 20 again. Say, "Great counting."

Correction Procedure:
If the child cannot count to 20 without making errors, return to Task 1.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from 1-20 at 200 counts per minute with no more than 2 errors.

Say to the student, "Now we will do a fluency check for counting from 1 to 20. I will time you for
30 seconds. You will count from 1 to 20 as many times as you can until I say, Thank You. First I
will say Ready. Then I will say Please begin. After 30 seconds I will say Thank You. Count from
1 to 20 as many times as you can. Ready. Please begin." Wait for 30 seconds, then say, "Thank
You." To calculate the score, count the number of times the student counted from 1 to 20 and
multiply that number by 20. Then add any other counts from the last count where the student did
not get to 20. Subtract any errors from this score. Multiply the total number of correct counts by
2 to get a count per minute for correct counts. Multiply the number of errors by 2 to get a count
per minute for errors. Record both scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting Skills from 1 to 100
Rationale:
In this exercise we will combine the previous exercises to teach rote counting from 1 to 100.
We will practice counting until the fluency level of 200 counts per minute with 2 or fewer errors )
is reached. Now that the student has met the fluency standard for counting from 1 to 20, we can
add the next step.

Materials:
The numbers from 1 to 100 printed below.
A second blank sheet of paper.

1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

Rote Counting from 1 to 100. See and Say Numbers from 1 to 100.
This task should be done for a couple of minutes each day until the student counts to 100
quickly and easily without errors.

Task 1: Counting from 21 to 30.

Say to the student, "Count for me from 1 to 20. Listen to the child count from 1 to 20. Say, "You
did it. Good counting . Say, "Now we are going to learn to count from 21 to 30." Place the blank
piece of paper under the numbers from 21 to 30. Say, "First I am going to count from 21 to 30. I
will touch each number and say it. Listen." Touch each number from 21 to 30 and say it. Say,
"listen again." Repeat numbers from 21 to 30.

Say, "Count from 21 to 30 with me. I will touch the numbers. When I touch the number we well
both say it. Ready." (Signal) Touch each number and count from 21 to 30 with the student. Say,
"Good job. You did it. You counted from 21 to 30. Let's do that again. Count with me. Ready."
(Signal) Repeat counting from 21 to 30 with the student.

Say, "Good work." Now try that all by yourself. Touch each number and count from 21 to 30.
Ready." (Signal) Watch the student touch each number and listen to the student count from 21
to 30. Say, "You did it. Good counting. Do that for me one more time. Ready." (Signal) Listen to
the student count again. Say, "Excellent, you are learning to count well."
Correction Procedure:
If the child cannot count from 21 to 30 without making errors, model the task, then do it with the
child. Check to see that counting from 1 to 20 is fluent at 200 counts per minute and review as
necessary until fluency is reached.

Repeat Task 1 for sets of numbers 31-40, 41-50, 51-60, 61-70, 71-80, 81-90, 91-100.

Task 2: Rote Counting from 1 to 100. Think and Say Numbers from 1 to 100.
Say to the student, "Now count to 100 without looking at the numbers on the page. Ready.
Please begin."

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute because they cannot touch the numerals fast enough. Before we move on to more
complex skills, we need to be sure that the student can think and say the numbers from 1-100 at
200 counts per minute with no more than 2 errors.

Say to the student, "Now we will do a fluency check for counting from 1 to 100. I will time you for
30 seconds. You will count from 1 to 100 as many times as you can until I say, Thank You. You
may use the page with the numbers on it if you wish. When you can count really well with the
paper, we will try it without the paper. Count to 100 as fast as you can. Ready. Please begin."
Wait for 30 seconds, then say, "Thank You." To calculate the score, count the number of lines of
ten that the student counted and multiply that number by 10. Then add any other counts from
the last count where the student did not get to the end of a line. Subtract any errors from this
score. Multiply the total number of correct counts by 2 to get a count per minute for correct
counts. Multiply the number of errors by 2 to get a count per minute for errors. Record both
scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting Skills from a Number to a Number
(Forward)

Rationale:
Until a student has well-developed counting skills, all other aspects of arithmetic will be difficult
or impossible for them to do. Fluent counting skills are the basis for most other activities in
arithmetic. There are a number of different components which make up the realm of counting
skills that every student needs to be taught before he/she attempts to learn more advanced
arithmetic operations such as addition or subtraction. Counting forwards is essential for addition.
To the extent that we do not prepare the student with fluent counting skills, the task of teaching
arithmetic will be problematic. In this exercise we will teach rote counting from a number to a
number forward and practice until the fluency level of 200 counts per minute with 2 or fewer
errors is reached.

Materials:
The numbers as printed from a particular number to some other number (forward).
A second blank sheet of paper.

69 70 71 72 73 74 (6)
37 38 39 40 41 (11)
81 82 83 84 85 86 87 88 89 (20)
10 11 12 13 (24)
61 62 63 64 65 66 (30)
32 33 34 35 (34)
4 5 6 7 8 9 10 (41)
22 23 24 25 26 27 28 (48)
1 2 3 4 (52)
46 47 48 49 50 51 52 53 (60)
90 91 92 93 94 (65)
67 68 69 70 71 72 (71)
97 98 99 100 (75)

Rote Counting from a number to a number (forward). See and Say Numbers Forward
This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors from any number to any other number.

Task 1: Counting from a number to a number

Say to the student, "Now we are going to learn to count from different numbers. I am going to
count from 69 to 74. I will touch each number and say it. Listen." Touch each number from 69 to
74 and say it. "Listen again." Touch each number from 69 to 74 and say it again. "69, 70, 71, 72,
73, 74."
“Count from 69 to 74 with me. I will touch the numbers. When I touch the numbers we will both
say them. Ready." (Signal) Touch each number and count from 69 to 74 with the student.

Say, "Now try that all by yourself. Touch each number and count from 69 to 74. Ready."
(Signal) Listen while the student counts from 69 to 74 on his/her own. Say, "You did it.
Good counting. Do that for me one more time. Ready." (Signal).

Correction Procedure:
If the student has difficulty counting from 69 to 74, change the task. Cover the last two numbers
and count from 69 to 72. When the student can reliably count to 72, add the last 2 numbers and
count to 74.

Repeat Task 1 with the rest of the numbers above.

Task 2: Rote Counting from a Number to a Number from Memory. Think and Say Numbers
from a Number to a Number (forward)

Materials:
The numbers as printed from a particular number to some other number (forward).
A second blank sheet of paper.

37 41 (5)
23 31 (14)
86 89 (18)
49 53 (23)
66 71 (29)
58 61 (33)
10 13 (37)
72 76 (42)
4 7 (46)
33 40 (54)
14 18 (59)
26 31 (65)
97 100 (69)

Say to the student, "Now we are going to learn to count from memory. I am going to count from
37 to 41. Listen. 37, 38, 39, 40, 41. Listen again. 37, 38, 39, 40, 41."

"Count from 37 to 41 with me. Ready." (Signal) Count from 37 to 41 with the student. "Let's do
that again. Count with me. Ready." (Signal) "37, 38, 39, 40, 41."

"Good work. Now try that all by yourself. Count from 37 to 41. Ready." (Signal). Listen to the
child count from 37 to 41. "Good counting. Do that for me one more time. Ready." (Signal)
Repeat task. Say, "Excellent, you are learning to count well."
Correction Procedure:
If the child cannot count without making more than 3 errors, return to Task 1. Repeat Task 2 with
the remaining sets of numbers above.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 300 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from a number to
a number. I will time you for 15 seconds. You will count from a number to a number as many
times as you can until I say, Thank You. First I will say Ready. Then I will say Please begin. After
15 seconds I will say Thank You. Count as many sets of numbers as you can. Ready. Please
begin." Wait for 15 seconds, then say, "Thank You." To calculate the score, count the number of
numerals the student said using the numbers in brackets. Subtract any errors from this score.
Multiply the total number of correct counts by 4 to get a count per minute for correct counts.
Multiply the number of errors by 4 to get a count per minute for errors. Record both scores on
the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting Skills from a Number to a Number
(Backward)

Rationale:
The next component that makes up the realm of counting skills that every student needs to be
taught before they attempt to learn more advanced arithmetic operations such as addition or
subtraction. Counting backwards from some number other than one is essential for subtraction.
To the extent that we do not prepare the student with fluent counting skills, the task of teaching
arithmetic will be problematic. In this exercise, we will teach rote counting from a number to a
number backward and practice until the fluency level of 200 counts per minute with 2 or fewer
errors is reached.

Materials:
The numbers as printed from a particular number to some other number (backward).
A second blank sheet of paper.

74 73 72 71 70 69 (6)
41 40 39 38 37 (11)
89 88 87 86 85 84 83 82 81 (20)
13 12 11 10 (24)
66 65 64 63 62 61 (30)
35 34 33 32 (34)
10 9 8 7 6 5 4 (41)
27 26 25 24 23 22 (47)
4 3 2 1 (51)
53 52 51 50 49 48 47 46 (59)
94 93 92 91 90 (64)
72 71 70 69 68 67 (70)
100 99 98 97 (74)

Rote Counting from a Number to a Number (backward). See and Say Numbers Backward
This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors from any number to any other number.

Task 1: Counting from a Number to a Number

Say to the student, "Now we are going to learn to count backwards. I am going to count from 74
to 69. I will touch each number and say it. Listen." Touch each number from 74 to 69 and say it.
"Listen again." Touch each number from 74 to 69 and say it again. "74, 73, 72, 71, 90, 69.”
"Count from 74 to 69 with me. I will touch the numbers. When I touch the numbers we will both
say them. Ready." (Signal) Touch each number and count from 74 to 69 with the student. Say,
"Good job. You did it. You counted from 74 to 69. Let's do that again. Count with me. Ready."
(Signal) Repeat.

"Good work. Now do that by yourself. Touch each number and count from 74 to 69. Ready."
(Signal) Watch the student touch each number and listen to the child count from 74 to 69. Say,
"Good counting. Do that for me one more time. Ready." (Signal). Listen to the student count, 74,
73, 72, 71, 70. 69. "Great counting!" Repeat with each set of numbers in the list above.

Correction Procedure:
If the student has difficulty counting from 74 to 69, change the task. Cover the last two numbers
and count from 74 to 71. When the student can reliably count to 71, add the last 2 numbers and
count to 69.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 300 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from a number to
a number backwards. I will time you for 15 seconds. You will count from a number to a number
as many times as you can until I say, Thank You. First I will say Ready. Then I will say Please
begin. After 15 seconds I will say Thank You. Count as many sets of numbers as you can.
Ready. Please begin." Wait for 15 seconds, then say, "Thank You." To calculate the score, count
the number of numerals the student said using the numbers in brackets. Subtract any errors
from this score. Multiply the total number of correct counts by 4 to get a count per minute for
correct counts. Multiply the number of errors by 4 to get a count per minute for errors. Record
both scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 2s Forward

Rationale:
Another important math skill is to be able to count by numbers other than ls. Counting by
numbers such as 2s, 5s and 10s is useful in showing the patterns between numbers, which will
help in the teaching of multiplication and division later. Some count-bys are relatively more
useful than others. Counting by 5s has application to money and time-telling applications, while
counting by 8s has few directly applied uses. Being able to do fluent count-bys is still helpful
with multiplication and division computation where the student is dealing with the same number
again and again. Using recursive patterns to teach count-bys illustrates the relationships
between numbers and makes them easier to learn. In recursive patterns numbers are presented
to show the minimal change in the pattern.

Materials:
The numbers as printed from a particular number to some other number (forward).
A second blank sheet of paper.

2 4 6 8 10 (5)
12 14 16 18 20 (10)
22 24 26 28 30 (15)
32 34 36 38 40 (20)
42 44 46 48 50 (25)
52 54 56 58 60 (30)
62 64 66 68 70 (35)
72 74 76 78 80 (40)
82 84 86 88 90 (45)
92 94 96 98 100 (50)
Rote Counting by 2s. See and Say Numbers
This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors from any number to any other number.

Task 1: Counting by 2s
Say to the student, "Now we are going to learn to count by 2s. I am going to count by 2s to 20. I
will touch each number and say it. Listen. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20." Touch each number
from 2 to 20 and say it. "Listen again, 2, 4, 6, 8, 10, 12, 14, 16, 18, 20."

"Count from 2 to 20 with me. I will touch the numbers. When I touch the numbers we will both
say them. Ready." (Signal) Touch each number and count from 2 to 20 with the student. Say,
"Good job. You did it!"

"Now try that by yourself. Touch each number and count from 2 to 20. Ready." (Signal) )
Watch the student touch each number and listen to the student count from 2 to 20. Say, "You did
it. Good counting. Do that for me one more time. Ready." (Signal) Repeat task. Say, "Excellent.
You are learning to count well."
Correction Procedure:
If the child cannot count from 2 to 20 without making errors, change the task. Review counting
to 100 until the student is fluent at 200 counts per minute and try the task again.

Repeat with the other sets of 2s above.

Task 2: Counting by 2s. Think and Say Numbers by 2s (Forward) by Memory

Say to the student, "Now we are going to learn to count by 2s from memory. I am going to count
from 2 to 20. Listen. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20. Listen again." Repeat.

Say, "Count from 2 to 20 with me. Ready." (Signal) Count with the student, "2, 4, 6, 8, 10, 12,
14, 16, 18, 20. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 2
to 20. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Task 1.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting by 2s. I will time
you for 15 seconds. You will count by 2s as many times as you can until I say, Thank You . First
I will say, Ready. Then I will say, Please begin. After 15 seconds I will say, Thank you. Count as
many sets of numbers as you can. Ready. Please begin." Wait for 15 seconds, then say, "Thank
you." To calculate the score, count the number of numerals the student said by using the
numbers in the brackets. Subtract any errors from this score. Multiply the total number of correct
counts by 4 to get a count per minute for correct counts. Multiply the number of errors by 4 to
get a count per minute for errors. Record both scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 2s Backward

Rationale:
Counting by numbers such as 2s, 5s and 10s is useful in showing the patterns between
numbers which will help in the teaching of multiplication and division later. Some count-bys are
relatively more useful than others. Counting by 5s has application to money and time-telling
applications, while counting by 8s has few directly applied uses. Being able to do fluent count-
bys is still helpful with multiplication (forward) and division (backwards) computation where the
student is dealing with the same number again and again. Using recursive patterns to teach
count-bys illustrates the relationships between numbers and makes them easier to learn. In
recursive patterns, numbers are presented to show the minimal change in the pattern.

Materials:
The numbers as printed from a particular number to some other number by 2s backward.
A second blank sheet of paper.

100 98 96 94 92 (5)
90 88 86 84 82 (10)
80 78 76 74 72 (15)
70 68 66 64 62 (20)
60 58 56 54 52 (25)
50 48 46 44 42 (30)
40 38 36 34 32 (35)
30 28 26 24 22 (40)
20 18 16 14 12 (45)
10 8 6 4 2 (50)

Rote Counting by 2s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors from any number to any other number.

Task 1: Counting by 2s Backwards

Say to the student, Now we are going to learn to count backwards by 2s. I am going to count
backwards by 2s from 20. I will touch each number and say it. Listen. 20, 18, 16, 14, 12, 10, 8,
6, 4, 2. Listen again, 20, 18, 16, 14, 12, 10, 8, 6, 4, 2."

"Count from 20 to 2 with me. I will touch the numbers. When I touch the numbers we will both
say them. Ready." (Signal) Touch each number and count from 20 to 2 with the student. Say,
"Good job. You did it!"

"Now try that by yourself. Touch each number and count from 20 to 2. Ready." (Signal) Watch
the student touch each number and listen to the student count from 20 to 2. Say, "You did it.
Good counting. Do that for me one more time. Ready." (Signal) Repeat task. Say, "Excellent.
You are learning to count well."

Correction Procedure:
If the child cannot count from 20 to 2 without making errors, change the task. Review counting
to 100 until the student Is fluent at 200 counts per minute and try the task again.
Repeat with the other sets of 2s above.

Task 2: Counting by 2s. Think and Say Numbers by 2s (Backwards) by Memory

Say to the student, "Now we are going to learn to count by 2s backwards from memory. I am
going to count backwards from 20 to 2 by 2s. Listen. 20, 18, 16, 14, 12, 10, 8, 6, 4, 2. Listen
again." Repeat.

Say, "Count from 20 to 2 with me. Ready." (Signal) Count with the student, "20, 18, 16, 14, 12,
10, 8, 6, 4, 2. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 20
to 2. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Task 1.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 300 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 300 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from a number to
a number by 2s backwards. I will time you for 15 seconds. You will count from a number to a
number as many times as you can until I say, Thank You. First I will say, Ready. Then I will say,
Please begin. After 15 seconds I will say, Thank you. Count as many sets of numbers as you
can. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the score,
count the number of numerals the student said by using the numbers in the brackets. Subtract
any errors from this score. Multiply the total number of correct counts by 4 to get a count per
minute for correct counts. Multiply the number of errors by 4 to get a count per minute for errors.
Record both scores.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 5s to 100

Rationale:
Counting by numbers such as 5s has application to money and time-telling. Being able to do
fluent count-bys is helpful with multiplication (forward) and division (backwards) computation
where the student is dealing with the same number again and again. Using recursive patterns to
teach count-bys illustrates the relationships between numbers and makes them easier to learn.
In recursive patterns, numbers are presented to show the minimal change in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

5 10 (2)
15 20 (4)
25 30 (6)
35 40 (8)
45 50 (10)
55 60 (12)
65 70 (14)
75 80 (16)
85 90 (18)
95 100 (20)

Rote Counting by 5s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 5s to 50
Say to the student, "Now we are going to learn to count by 5s. I am going to count by 5s to 50. I
will touch each number and say it. Listen. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50."

Touch each number from 5 to 50 and say it. "Listen again." Touch each number from 5 to 50 and
say it again. "5, 10, 15, 20, 25, 30, 35, 40, 45, 50."

Say, "Count from 5 to 50 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal) Touch each number and count from 5 to 50 with the student.
Say, "Good job, you did it. You counted from 5 to 50. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count with the student. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50.
Good work."
“Now do that all by yourself. Ready." (Signal) Listen while student counts by 5s from 5 to 50.
Say, "Great job!"

Correction Procedure:
If the student cannot count from 5 to 50 without making errors, change the task. Review
counting to 2s until the student is fluent at 200 counts per minute. Add the numbers to 50 and
teach them. Then try the task again.

Task 2: Counting by 5s from 50 to 100

Repeat Task 1 for numbers 50 to 100.

Task 3: Counting by 3s. Think and Say Numbers by 5s by Memory

Say to the student, "Now we are going to learn to count by 5s from memory. I am going to count
from 5 to 50. Listen. 5, 10, 15, 20, 25, 30, 35, 40, 45, 50. Listen again." Repeat.

Say, "Count from 5 to 50 with me. Ready." (Signal) Count with the student, "5, 10, 15, 20, 25,
30, 35, 40, 45, 50. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 5
to 50. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Repeat Task 3 for 55 to 100.

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Tasks 1 and 2.
Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting by Ss. I will time
you for 15 seconds. You will count from 5 to 100 by 5s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said by using the numbers in the brackets.
Subtract any errors from this score. Multiply the total number of correct counts by 4 to get a
count per minute for correct counts. Multiply the number of errors by 4 to get a count per minute
for errors. Record both scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 10s to 100
Rationale:
Counting by numbers such as 10s has application to money, distances, time-telling and many
other activities. Being able to do fluent count-bys is helpful with multiplication (forward) and
division (backwards) computation where the student is dealing with the same number again and
again. Using recursive patterns to teach count-bys illustrates the relationships between numbers
and makes them easier to learn. In recursive patterns, numbers are presented to show the
minimal change in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

1 2 3 4 5 6 7 8 9 10
10 20 30 40 50 60 70 80 90 100 (10)

Rote Counting by 10s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 10s to 100

Say to the student, "Now we are going to learn to count by 10s. I am going to count by 10s to
100. I will touch each number and say it. Listen. 10, 20, 30, 40, 50, 60, 70, 80, 90, 100. Listen
again." Touch each number from 10 to 100 and say it again. "10, 20, 30, 40, 50, 60, 70, 80, 90,
100,”

Say, "Count from 10 to 100 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 10 to 100 with the student.
Say, "Good job, you did it. You counted from 10 to 100. Let's do that again. Count with me.
Ready." (Signal) Touch each number and count with the student. "10, 20, 30, 40, 50, 60, 70, 80,
90, 100. Good work."

"Now do that by yourself. Count by 10s from 10 to 100. Ready." (Signal) Listen while student
counts from 10 to 100 by 10s. Say, "Super job!"

Correction Procedure:
If the student cannot count from 10 to 100 without making errors, change the task. Review
counting to 50 until the student is fluent at 200 counts per minute. Add the numbers to 100 and
teach them. Then try the task again.
Task 2: Counting by 10s. Think and Say Numbers by 10s by Memory
Say to the student, "Now we are going to learn to count by 10s from memory. I am going to
count from 10 to 100. Listen. 10, 20, 30, 40, 50, 60, 70, 80, 90, 100. Listen again." Repeat.

Say, "Count from 10 to 100 with me. Ready." (Signal) Count with the student, "10, 20, 30,
40, 50, 60, 70, 80, 90, 100. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 10
to 100. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Task 1.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 300 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting by 10s from 10 to
100. I will time you for 15 seconds. You will count by 10s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said by 10s. Subtract any errors from this
score. Multiply the total number of correct counts by 4 to get a count per minute for correct
counts. Multiply the number of errors by 4 to get a count per minute for errors. Record both
scores.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 4s to 120

Rationale:
Being able to do fluent count-bys is helpful with multiplication (forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

4 8 12 16 20 (5)
24 28 32 36 40 (10)
44 48 52 56 60 (15)
64 68 72 76 80 (20)
84 88 92 96 100 (25)

Rote Counting by 4s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 4s to 120

Say to the student, "Now we are going to learn to count by 4s. I am going to count by 4s to 40. I
will touch each number and say it. Listen. 4, 8, 12, 16, 20, 24, 28, 32, 36, 40. Listen again."
Touch each number from 4 to 40 and say it again. "4, 8, 12, 16, 20, 24, 28, 32, 36, 40."

Say, "Count from 4 to 40 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 4 to 40 with the student.
Say, "Good job, you did it. You counted from 4 to 40. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count with the student. "4, 8, 12, 16, 20, 24, 28, 32, 36, 40.
Good work. "Now try that all by yourself. Ready." (Signal) Student counts from 4 to 40. "Do that
one more time. Ready." (Signal) Student repeats task. Say, "Super job!"

Correction Procedure:
If the student cannot count from 4 to 40 without making errors, change the task. Review
counting to 20 until the student is fluent at 200 counts per minute. Add the numbers to 40 and
teach them. Then try the task again.

Task 2: Counting by 4s from 44 to 80 and 84 to 100

Repeat Task 1 for numbers 44 to 80 and 84 to 100.
Task 3: Counting by 4s. Think and Say Numbers by 4s by Memory
Say to the student, "Now we are going to learn to count by 4s from memory. I am going to count
from 4 to 40. Listen. 4, 8, 12, 16, 20, 24, 28, 32, 36, 40. Listen again." Repeat.

Say, "Count from 4 to 40 with me. Ready." (Signal) Count with the student, "4, 8, 12, 16, 20, 24,
28, 32, 36, 40." Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 4
to 40. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Tasks 1 and 2.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 4 to 120 by
4s. I will time you for 15 seconds. You will count by 4s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Walt for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said. Subtract any errors from this score.
Multiply the total number of correct counts by 4 to get a count per minute for correct counts.
Multiply the number of errors by 4 to get a count per minute for errors. Record both scores.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 6s to 120

Rationale:
Being able to do fluent count-bys is helpful with multiplication (forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

6 12 18 24 30 (5)
36 42 48 54 60 (10)
66 72 78 84 90 (15)
96 102 108 114 120 (20)

Rote Counting by 6s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 6s to 60
Say to the student, "Now we are going to learn to count by 6s. I am going to count by 6s to 60. I
will touch each number and say it. Listen. 6, 12, 18, 24, 30, 36, 42, 48, 54, 60. Listen again."
Touch each number from 6 to 60 and say it again. "6, 12, 18, 24, 30, 36, 42, 48, 54, 60."

Say, "Count from 6 to 60 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 6 to 60 with the student.
Say, "Good job, you did it. You counted from 6 to 60. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count with the student. "6, 12, 18, 24, 30, 36, 42, 48, 54, 60.
Good work."

"Now try that all by yourself. Ready." (Signal) Student counts from 6 to 60. "Do that one more
time. Ready." (Signal) Student repeats task. Say, "Super job!"

Correction Procedure:
If the student cannot count from 6 to 60 without making errors, change the task. Review
counting to 30 until the student is fluent at 200 counts per minute. Add the numbers to 60 and
teach them. Then try the task again.

Task 2: Counting by 6s from 66 to 90 and 96 to 120

Repeat Task 1 for numbers 66 to 90 and 96 to 120.
Task 3: Counting by 6s. Think and Say Numbers by 6s by Memory
Say to the student, "Now we are going to learn to count by 6s from memory. I am going to count
from 6 to 60. Listen. 6, 12, 18, 24, 30, 36, 42, 48, 54, 60. Listen again." Repeat.

Say, "Count from 6 to 60 with me. Ready." (Signal) Count with the student, "6, 12, 18, 24, 30,
36, 42, 48, 54, 60. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 6
to 60. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Tasks 1 and 2.

Task 4: Think and Say Numbers from 66 to 90 and 96 to 120

Repeat Task 3 for numbers 66 to 90 and 96 to 120.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 6 to 120 by
6s. I will time you for 15 seconds. You will count by 6s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said. Subtract any errors from this score.
Multiply the total number of correct counts by 4 to get a count per minute for correct counts.
Multiply the number of errors by 4 to get a count per minute for errors. Record both scores on
the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 8s to 160

Rationale:
Being able to do fluent count-bys is helpful with multiplication (forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

8 16 24 32 40 (5)
48 56 64 72 80 (10)
88 96 104 112 120 (15)
128 136 144 152 160 (20)

Rote Counting by 8s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 8s to 80
Say to the student, "Now we are going to learn to count by as. I am going to count by as to 80. I
will touch each number and say it. Listen. 8, 16, 24, 32, 40, 4a, 56, 64, 72, 80. Listen again."
Touch each number from 8 to 80 and say it again. "8, 16, 24, 32, 40, 4a, 56, 64, 72, 80."

Say, "Count from 8 to 80 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 8 to 80 with the student.
Say, "Good job, you did it. You counted from 8 to 80. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count with the student. "8, 16, 24, 32, 40, 48, 56, 64, 72, 80.
Good work."

"Now try that all by yourself. Ready." (Signal) Student counts from 8 to 80. "Do that one more
time. Ready." (Signal) Student repeats task. Say, "Super job!"

Correction Procedure:
If the student cannot count from 8 to 80 without making errors, change the task. Review
counting to 40 until the student is fluent at 200 counts per minute. Add the numbers to 80 and
teach them. Then try the task again.

Task 2: Counting by 8s from 88 to 160

Repeat Task 1 for numbers 88 to 160.
Task 3: Counting by 8s. Think and Say Numbers by 8s by Memory
Say to the student, "Now we are going to learn to count by 8s from memory. I am going to count
from 8 to 80. Listen. 8, 16, 24, 32, 40, 4a, 56, 64, 72, 80. Listen again." Repeat.

Say, "Count from 8 to 80 with me. Ready." (Signal) Count with the student, "8, 16, 24, 32, 40,
4a, 56, 64, 72, 80 Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 8
to 80. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Tasks 1 and 2.

Task 4: Think and Say Numbers from 88 to 160

Repeat Task 3 for numbers 88 to 160.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 8 to 160 by
8s. I will time you for 15 seconds. You will count by 6s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said. Subtract any errors from this score.
Multiply the total number of correct counts by 4 to get a count per minute for correct counts.
Multiply the number of errors by 4 to get a count per minute for errors. Record both scores on
the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 12s to 180

Rationale:
Being able to do fluent count-bys is helpful with multiplication (forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

12 24 36 48 60 (5)
72 84 96 108 120 (10)
132 144 156 168 180 (15)

Rote Counting by 12s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute. Option – students may count to 144 instead of
180.

Task 1: Counting by 12s to 180

Say to the student, "Now we are going to learn to count by 12s. I am going to count by 12s to
180. I will touch each number and say it. Listen. 12, 24, 36, 48, 60, 72, 84, 96, 108, 120, 132,
144, 156, 168, 180. Listen again." Touch each number from 12 to 144 and say it again. "12, 24,
36, 48, 60, 72, 84, 96, 108, 120, 132, 144, 156, 168, 180."

Say, "Count from 12 to 180 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 12 to 180 with the student.
Say, "Good job, you did it. You counted from 12 to 180. Let's do that again. Count with me.
Ready." (Signal) Touch each number and count with the student. "12, 24, 36, 48, 60, 72, 84, 96,
108, 120, 132, 144, 156, 168, 180. Good work."

"Now try that all by yourself. Ready." (Signal) Student counts from 12 to 180. "Do that one more
time. Ready." (Signal) Student repeats task. Say, "Super job!"

Correction Procedure:
If the student cannot count from 12 to 180 without making errors, change the task. Review
counting to 60 until the student is fluent at 200 counts per minute. Add the numbers to 180 and
teach them. Then try the task again.

Task 2: Counting by 12s. Think and Say Numbers by 12s by Memory

Say to the student, "Now we are going to learn to count by 12s from memory. I am going to
count from 12 to 180. Listen. 12, 24, 36, 48, 60, 72, 84, 96, 108, 120, 132, 144, 156, 168, 180.
Listen again." Repeat.

Say, "Count from 12 to 180 with me. Ready." (Signal) Count with the student, "12, 24, 36, 48,
60, 72, 84, 96, 108, 120, 132, 144, 156, 168, 180. Let's do that one more time. Ready." (Signal)
Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 12
to 180. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count really well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Task 1.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 12 to 180 by
12s. I will time you for 15 seconds. You will count by 12s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Walt for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said. Subtract any errors from this score.
Multiply the total number of correct counts by 4 to get a count per minute for correct counts.
Multiply the number of errors by 4 to get a count per minute for errors. Record both scores on
the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 3s to 75

Rationale:
Being able to do fluent count-bys is helpful with multiplication (forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

3 6 9 12 15 (5)
18 21 24 27 30 (10)
33 36 39 42 45 (15)
48 51 54 57 60 (20)
63 66 69 72 75 (25)

Rote Counting by 3s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 3s to 30
Say to the student, "Now we are going to learn to count by 3s. I am going to count by 3s to 30. I
will touch each number and say it. Listen. 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Listen again."
Touch each number from 3 to 30 and say it again. "3, 6, 9, 12, 15, 18, 21, 24, 27, 30."

Say, "Count from 3 to 30 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 3 to 30 with the student.
Say, "Good job, you did it. You counted from 3 to 30. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count with the student. "3, 6, 9, 12, 15, 18, 21, 24, 27, 30.
Good work. "Now try that all by yourself. Ready." (Signal) Student counts from 3 to 30. "Do that
one more time. Ready." (Signal) Student repeats task. Say, "Super job!"

Correction Procedure:
If the student cannot count from 3 to 30 without making errors, change the task. Review
counting to 15 until the student is fluent at 200 counts per minute. Add the numbers to 30 and
teach them. Then try the task again.

Task 2: Counting by 3s from 33 to 75

Repeat Task 1 for numbers from 33 to 75.
Task 3: Counting by 3s. Think and Say Numbers by 3s by Memory
Say to the student, "Now we are going to learn to count by 3s from memory. I am going to count
from 3 to 30. Listen. 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Listen again." Repeat.

Say, "Count from 3 to 30 with me. Ready." (Signal) Count with the student, "3, 6, 9, 12, 15, 18,
21, 24, 27, 30. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 3
to 30. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Tasks 1 and 2.

Task 4: Think and Say numbers from 30 to 75

Repeat Task 3 for numbers 30 to 75.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 3 to 75 by
3s. I will time you for 15 seconds. You will count by 3s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said by using the numbers in the brackets.
Subtract any errors from this score. Multiply the total number of correct counts by 4 to get a
count per minute for correct counts. Multiply the number of errors by 4 to get a count per minute
for errors. Record both scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teaches
Rote Counting by 7s to 140

Rationale:
Being able to do fluent count-bys is helpful with multiplication (forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

7 14 21 28 35 42 49 56 63 70 (10)
77 84 91 98 105 112 119 126 133 140 (20)

Rote Counting by 7s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 7s to 70
Say to the student, "Now we are going to learn to count by 7s. I am going to count by 7s to 70. I
will touch each number and say it. Listen. 7, 14, 21, 35, 42, 49, 56, 63, 70. Listen again." Touch
each number from 7 to 70 and say it again. "7, 14, 21, 35, 42, 49, 56, 63, 70."

Say, "Count from 7 to 70 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 7 to 70 with the student.
Say, "Good job, you did it. You counted from 7 to 70. Let's do that again. Count with me. Ready."
(Signal) Touch each number and count with the student. "7, 14, 21, 35, 42, 49, 56, 63, 70. Good
work."

"Now try that all by yourself. Ready." (Signal) Student counts from 7 to 70. "Do that one more
time. Ready." (Signal) Student repeats task. Say, "Super job!"

Correction Procedure:
If the student cannot count from 7 to 70 without making errors, change the task. Review
counting to 35 until the student is fluent at 200 counts per minute. Add the numbers to 70 and
teach them. Then try the task again.

Task 2: Counting by 7s from 77 to 140

Repeat Task 1 for numbers from 70 to 140.
Task 3: Counting by 7s. Think and Say Numbers by 7s by Memory
Say to the student, "Now we are going to learn to count by 7s from memory. I am going to count
from 7 to 70. Listen. 7, 14, 21, 35, 42, 49, 56, 63, 70. Listen again." Repeat.

Say, "Count from 7 to 70 with me. Ready." (Signal) Count with the student, "7, 14, 21, 35, 42,
49, 56, 63, 70. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 7
to 70. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Tasks 1 and 2.

Task 4: Think and Say Numbers from 70 to 140

Repeat Task 3 for numbers 70 to 140.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 7 to 140 by
7s. I will time you for 15 seconds. You will count by 7s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said by using the numbers in the brackets.
Subtract any errors from this score. Multiply the total number of correct counts by 4 to get a
count per minute for correct counts. Multiply the number of errors by 4 to get a count per minute
for errors. Record both scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teacher
Rote Counting by 9s to 108

Rationale:
Being able to do fluent count-bys is helpful with multiplication (forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

9 (1)
18 (2)
27 (3)
36 (4)
45 (5)
54 (6)
63 (7)
72 (8)
81 (9)
90 (10)
99 (11)
108 (12)

Rote Counting by 9s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute.

Task 1: Counting by 9s to 108

Say to the student, "Now we are going to learn to count by 9s. I am going to count by 9s to 99. I
will touch each number and say it. Listen. 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108. Listen
again." Touch each number from 9 to 99 and say it again. "9, 18, 27, 36, 45, 54, 63, 72, 81, 90,
99, 108."

Say, "Count from 9 to 108 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 9 to 108 with the student.
Say, "Good job, you did it. You counted from 9 to 108. Let's do that again. Count with me.
Ready." (Signal) Touch each number and count with the student. "9, 18, 27, 36, 45, 54, 63, 72,
81, 90, 99, 108. Good work."

"Now try that all by yourself. Ready." (Signal) Student counts from 9 to 108. "Do that one more
time. Ready." (Signal) Student repeats task. Say, "Super job!"

Correction Procedure:
If the student cannot count from 9 to 108 without making errors, change the task. Review
counting to 45 until the student is fluent at 200 counts per minute. Add the numbers to 108 and
teach them. Then try the task again.

Task 2: Counting by 9s. Think and Say Numbers by 9s by Memory

Say to the student, "Now we are going to learn to count by 9s from memory. I am going to count
from 9 to 108. Listen. 9, 18, 27, 36, 45, 54, 63, 72, 81, 90, 99, 108. Listen again." Repeat.

Say, "Count from 9 to 108 with me. Ready." (Signal) Count with the student, "9, 18, 27, 36, 45,
54, 63, 72, 81, 90, 99, 108. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 9
to 108. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Task 1.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 9 to 99 by
9s. I will time you for 15 seconds. You will count by 9s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said. Subtract any errors from this score.
Multiply the total number of correct counts by 4 to get a count per minute for correct counts.
Multiply the number of errors by 4 to get a count per minute for errors. Record both scores on
the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 The One-Minute Teacher
Teacher
Rote Counting by 11s to 132

Rationale:
Being able to do fluent count-bys is helpful with multiplication {forward) and division (backwards)
computation where the student is dealing with the same number again and again. Using
recursive patterns to teach count-bys illustrates the relationships between numbers and makes
them easier to learn. In recursive patterns, numbers are presented to show the minimal change
in the pattern.

Materials:
The numbers as printed below.
A second blank sheet of paper to cover numbers for the memory task.

11 (1)
22 (2)
33 (3)
44 (4)
55 (5)
66 (6)
77 (7)
88 (8)
99 (9)
110 (10)
121 (11)
132 (12)

Rote Counting by 11s. See and Say Numbers

This task should be done for a couple of minutes each day until the student counts quickly and
easily without errors at 200 counts per minute. Option – students may count to 99 instead of
132.

Task 1: Counting by 11s to 132

Say to the student, "Now we are going to learn to count by 11s. I am going to count by 11s to
132. I will touch each number and say it. Listen. 11, 22, 33, 44, 55, 66, 77, 88, 99, 110, 121,
132. Listen again." Touch each number from 11 to 132 and say it again. "11, 22, 33, 44, 55, 66,
77, 88, 99, 110, 121, 132."

Say, "Count from 11 to 132 with me. I will touch the numbers. When I touch the number we will
both say them. Ready." (Signal). Touch each number and count from 11 to 132 with the student.
Say, "Good job, you did it. You counted from 11 to 132. Let's do that again. Count with me.
Ready." (Signal) Touch each number and count with the student. "11, 22, 33, 44, 55, 66, 77, 88,
99, 110, 121, 132. Good work." Now try that all by yourself. Ready." (Signal) Student counts
from 11 to 110, 121, 132. "Do that one more time. Ready." (Signal) Student repeats task. Say,
"Super job!"

Correction Procedure:
If the student cannot count from 11 to 132 without making errors, change the task. Review
counting to 55 until the student Is fluent at 200 counts per minute. Add the numbers to 132 and
teach them. Then try the task again.

Task 2: Counting by 11s. Think and Say Numbers by 11s by Memory

Say to the student, "Now we are going to learn to count by 11s from memory. I am going to
count from 11 to 132. Listen. 11, 22, 33, 44, 55, 66, 77, 88, 99, 110, 121, 132. Listen again."
Repeat.

Say, "Count from 11 to 99 with me. Ready." (Signal) Count with the student, "11, 22, 33, 44, 55,
66, 77, 88, 99, 110, 121, 132. Let's do that one more time. Ready." (Signal) Repeat task.

Say, "Good job. Now try that all by yourself. Ready." (Signal) Listen to the student count from 11
to 132. Say, "Good counting! Do that one more time. Ready." (Signal) Student counts while you
listen. Say, "Excellent. You are learning to count well."

Correction Procedure:
If the student cannot count without making more than 3 errors, return to Task 1.

Fluency Checks: See and Say Numbers or Think and Say Numbers
When students can count fluently, they can say numbers at 200 counts per minute with no more
than 2 errors. When they are touching each number the count will drop to 100-150 counts per
minute. Before we move on to more complex skills, we need to be sure that the student can
think and say the numbers from one number to another at 200 counts per minute with no more
than 2 errors. Say to the student, "Now we will do a fluency check for counting from 11 to 132 by
11s. I will time you for 15 seconds. You will count by 11s as many times as you can until I say,
Thank You. First I will say, Ready. Then I will say, Please begin. After 15 seconds I will say,
Thank you. Ready. Please begin." Wait for 15 seconds, then say, "Thank you." To calculate the
score, count the number of numerals the student said by using the numbers in the brackets.
Subtract any errors from this score. Multiply the total number of correct counts by 4 to get a
count per minute for correct counts. Multiply the number of errors by 4 to get a count per minute
for errors. Record both scores on the chart.

Note: If you do not do the fluency check each day, you will never know whether or not the
student has fluent counting skills. You will not know whether to review or to go on to new tasks.
To the extent that you do not know whether or not the student is fluent at this task, you risk
putting the student at risk of failure on the subsequent tasks. Do the fluency checks daily until
the student reaches 200 counts per minute with no more than 2 errors.
 Teach Your Children Well - Basic Math Facts
Creating Flashcards and Practice Sheets
for
Addition and Subtraction Math Fact Families

The Problem

Students need to know their math facts so that they can apply them to calculations and word
problems. Many students do not and are confined to counting on their fingers. This arduous
process for determining a number often distracts them from the calculation they are working on,
creating needless errors, increasing frustration and resulting in a dislike of all things arithmetical.
The North American average for answering simple addition and subtraction facts is 30 facts per
minute for students in the middle school grades. That means it takes ·an average student 2
seconds to figure out what 9+3 equals. Our students do 60-80 facts per minute with 0-2 errors.
They do not count on their fingers. They do not get bogged down while solving computations.

The Problem with Math Facts

One of the major problems with math facts is their sheer number. If we take all combinations of
facts from 1 to 12, there are 156 for Addition and another 156 for Subtraction, a total of 312
possible facts from 1-12 to be learned. There is an easier way.

Fact Families

The fastest way to reduce the number of isolated math facts is to create a coherent system by
using fact families. All fact families have three numbers. There is always one large number and
two small numbers. ( e.g.9+3= 12). Twelve is the large number. Nine and three are the small
numbers.

We can use each fact family to generate four math facts, two for Addition and 2 for Subtraction.

They are
9 + 3 = 12
3 + 9 = 12
12 - 9 = 3

12 - 3 = 9
Flashcards / SAFMEDS

We can save a lot of paper and copying costs by creating flashcards of math facts. Many people
resort to buying commercially available flashcards with arithmetic facts. These do not usually
involve fact families and do not cover all possible combinations leaving gaps in the child's
knowledge of facts.

Another option is to create your own so that you have all possible combinations. This can be
accomplished by combining addition and subtraction facts and creating just seventy-eight
flashcards or seventy-eight combinations of math facts on a worksheet. A chart of the needed
combinations is provided below. As a first step, write the first addition fact. (e.g. 9+3 =12).Then
write the other three facts that can be generated from this fact family, one more for addition and
two for subtraction.

Number 1 2 3 4 5 6 7 8 9 10 11 12
1 1+1 1+2 1+3 1+4 1+5 1+6 1+7 1+8 1+9 1+10 1+11 1+12
2 2+2 2+3 2+4 2+5 2+6 2+7 2+8 2+9 2+10 2+11 2+12
3 3+3 3+4 3+5 3+6 3+7 3+8 3+9 3+10 3+11 3+12
4 4+4 4+5 4+6 4+7 4+8 4+9 4+10 4+11 4+12
5 5+5 5+6 5+7 5+8 5+9 5+10 5+11 5+12
6 6+6 6+7 6+8 6+9 6+10 6+11 6+12
7 7+7 7+8 7+9 7+10 7+11 7+12
8 8+8 8+9 8+10 8+11 8+12
9 9+9 9+10 9+11 9+12
10 10+10 10+11 10+12
11 11+11 11+12
12 12+12

Totals 1 2 3 4 5 6 7 8 9 10 11 12 78
SAFMEDS
SAFMEDS are a special form of flashcards because they are part of a practice and
measurement system which the student does every day. SAFMEDS have the fact families with
the answers printed on one side (e.g. 9+3 =12) and fact families without the answers printed on
the other side. (e.g. 9 + 3 = ). SAFMEDS is an acronym for SAY ALL FACTS A MINUTE EACH
DAY (SHUFFLED). Each day the student practices their flashcards for a few minutes. Then they
shuffle the deck and do as many cards as they can in a one-minute period.

Initially the student looks at the side of the card which has the answers printed on it and reads
the fact families with the answers. They will see the question and the answer and say both for
all four facts on the card. Once they can read 60-80 facts per minute without more than 2 errors,
they turn the cards over and say the facts without the answers. Here they will see the question,
remember the answers to the four possible facts from having seen it and say the four facts.
Again they have to say 60-80 facts per minute with no more than 2 errors. This is a very fast
way to learn three hundred and twelve math facts from just seventy-eight cards.

Try it. You will like it. Remember to write down the score every day of how many facts the
student was able to say.

Fact Sheets
The student can also do math facts by writing or saying the answers on a sheet of mixed facts
that include the numbers from 0- 12 for either Addition or Subtraction or both. Students can see
and write math facts at 60-80 facts per minute. They can see and say them at the same rate.
Two fact sheets are attached to provide this practice. Again, do not forget to write down the
scores each day after the one-minute timing so that you and the student can see progress
and/or problems. You will only know for sure if you keep the data.

Self-Generated Facts

Level One
The teacher or tutor gives the students the numbers of a set of fact families (e.g. 3, 9 &
12) and the student creates all of the possible facts for addition and subtraction.

If the student has knowledge of all four operations the teacher/tutor can increase the
task by giving four numbers (e.g. 3, 9, 12 & 27) from which the student can construct
eight arithmetic facts .

Students can also be given a one-minute timing for generating math facts from numbers
given. Fluent students write 150-160 digits per minute and should be able to generate
50-60 facts per minute with 0-2 errors.

Level Two
At this level, the students are already fluent with Level One Self-Generated Facts. This
task is more difficult because the big number of the fact family is not given. Students
have to create it from the two small numbers and then generate as many facts as
possible. In this case the teacher/tutor provides the student with sets of two numbers
(e.g. 9, 3). The student uses these numbers to generate either four facts for addition and
subtraction, or four facts for multiplication and division, or eight facts to cover all four
operations. Again the standard is 50 plus facts generated per minute with 0-2 errors.
 Fact Families- Addition and Subtraction

Any number plus or minus zero is the same number.

12 + 0 = 12 12 - 0 = 12

Any number plus 1 is the next number.

11, 12, 13, 14
12 + 1 = 13

Any number minus 1 is the number before.

11, 12, 13, 14
12 - 1 = 11

Using number families you can teach 4 facts and 2 operations at

once.
12 + 3 = 15 15 - 3 = 12

3 + 12 = 15 15 - 12 = 3

12
15
3
 Teach Your Children Well- Basic Math Facts – Part 2
Creating Flashcards and Practice Sheets
for
Multiplication and Division Math Fact Families

The Problem

Students need to know their math facts so that they can apply them to calculations and word
problems. Many students do not and are confined to counting on their fingers. This arduous
process for determining a number often distracts them from the calculation they are working on,
creating needless errors, increasing frustration and resulting in a dislike of all things arithmetical.
The North American average for answering simple math facts is 30 facts per minute for students
in the middle school grades. That means it takes an average student 2 seconds to figure out
what 9x3 equals. Fluent students do 60-80 facts per minute with 0-2 errors. They do not count
on their fingers. They do not get bogged down while solving computations.

The Problem with Math Facts

One of the major problems with math facts is their sheer number. If we take all combinations of
facts from 1 to 12, there are 156 for each operation, a total of over 600 possible facts from 1-12
to be learned. There is an easier way.

Fact Families
The fastest way to reduce the number of isolated math facts is to create a coherent system by
using fact families. All fact families have 3 or 4 numbers depending on how may operations they
include. There is always one large number and two small numbers (e.g. 9 x 3 = 27). Twenty-
seven is the large number. Nine and three are the small numbers.

We can use each fact family to generate four math facts, two for Multiplication and two for
Division.

They are
9 x 3 = 27
3 x 9 = 27
27 ÷ 9 = 3

27 ÷ 3 = 9
Flashcards / SAFMEDS

We can save a lot of paper and copying costs by creating flashcards of math facts. Many people
resort to buying commercially available flashcards with arithmetic facts. These do not usually
involve fact families, have many cards and still do not cover all possible combinations leaving
gaps in the child's knowledge of facts.

Another option is to create your own so that you have all possible combinations. This can be
accomplished by combining multiplication and division facts and creating just seventy-eight
flashcards or seventy-eight combinations ·of math facts on a worksheet. A chart of the needed
combinations is provided below. As a first step, write the first multiplication fact. (e.g. 9 x 3 =
27).Then write the other three facts that can be generated from this fact family, one more for
multiplication and two for division.

Number 1 2 3 4 5 6 7 8 9 10 11 12
1 1x1 1x2 1x3 1x4 1x5 1x6 1x7 1x8 1x9 1x10 1x11 1x12
2 2x2 2x3 2x4 2x5 2x6 2x7 2x8 2x9 2x10 2x11 2x12
3 3x3 3x4 3x5 3x6 3x7 3x8 3x9 3x10 3x11 3x12
4 4x4 4x5 4x6 4x7 4x8 4x9 4x10 4x11 4x12
5 5x5 5x6 5x7 5x8 5x9 5x10 5x11 5x12
6 6x6 6x7 6x8 6x9 6x10 6x11 6x12
7 7x7 7x8 7x9 7x10 7x11 7x12
8 8x8 8x9 8x10 8x11 8x12
9 9x9 9x10 9x11 9x12
10x1 10x1
10 10x11
0 2
11 11x11 11x12
12x1
12
2

Totals 1 2 3 4 5 6 7 8 9 10 11 12 78
SAFMEDS
SAFMEDS are a special form of flashcards because they are part of a practice and
measurement system which the student does every day. SAFMEDS have the fact families with
the answers printed on one side (e.g. 27 + 9= 3) and fact families without the answers printed
on the other side. (e.g. 9x3 =· ). SAFMEDS is an acronym for SAY ALL FACTS A MINUTE
EACH DAY (SHUFFLED). Each day the student practices their flashcards for a few minutes.
Then they shuffle the deck and do as many cards as they can in a one-minute period.

Initially the student looks at the side of the card which has the answers printed on it and reads
the fact families with the answers. They will see the question and the answer and say both for
all four or eight facts on the card. Once they can read 60-80 facts per minute without more than
2 errors, they turn the cards over and say the facts without the answers. Here they will see the
question, remember the answers to the four or eight possible facts from having seen it and say
the facts. Again they have to say 60-80 facts per minute with no more than 2 errors. This is a
very fast way to learn 312 math facts from just 78 cards.

Try it. You will like it. Remember to write down the score every day of how many facts the
student was able to say.

Fact Sheets
The student can also do math facts by writing or saying the answers on a sheet of mixed facts
that include the numbers from 0- 12 for either Multiplication or Division or both. Students can
see and write math facts at 60-80 facts per minute. They can see and say them at the same
rate. Two fact sheets are attached to provide this practice. Again, do not forget to write down the
scores each day after the one-minute timing so that you and the student can see progress
and/or problems. You will only know for sure if you keep the data.

Self-Generated Facts

Level One
The teacher or tutor gives the students the numbers of a set of fact families (e.g. 3, 9 &
12) for two operations or 3, 9. 12 & 27 for all four operations and the student creates all
of the possible facts for those operations.

If the student has knowledge of all four operations the teacher/tutor can increase the
task by giving 4 numbers (e.g. 3, 9, 12 & 27) from which the student can construct eight
arithmetic facts.

Students can also be given a one-minute timing for generating math facts from numbers
given. Fluent students write 150 -160 digits per minute and should be able to generate
50-60 facts per minute with 0-2 errors.

Level Two
At this level, the students are already fluent with Level One Self-Generated Facts. This
task is more difficult because the big number of the fact family is not given. Students
have to create it from the two small numbers and then generate as many facts as
possible. In this case the teacher/tutor provides the student with sets of two numbers
(e.g. 9, 3). The student then uses these numbers to generate either four facts for
addition and subtraction, or four facts for multiplication and division, or eight facts to
cover all four operations. Again the standard is 50 plus facts generated per minute with
0-2 errors.