text: # Counting Centers
  
  This page provides examples of Counting Centers aligned with the Early Childhood Assessment in Mathematics (ECAM) counting continuum (Board of Education of the City of New York, 2001; State Education Department). These centers can be used by teachers or parents to support students' progress within a stage, or to facilitate movement to the next stage on the ECAM continuum.  For centers aligned with the Numeration continuum see here.  For centers aligned with the Addition and Subtraction continuum see here.  For more information on using centers as an ongoing routine to develop math fluency in Kindergarten, 1st and 2nd grade classrooms see here.
  
  Stage A:
  These children are just beginning to learn the ‘counting by ones’ sequence. They can recite small sections of the counting sequence. When counting objects, they are just beginning to coordinate one object with each number name.
  
  Next Steps:
  - Recite the counting sequence beyond ten
  - Coordinate counting objects with number names to at least ten
  - Use materials to make sets to show a given number less than
  ten
  
  For more Centers aligned with stage A see this document.
  
  Stage B:
  These children are confident counting to ten. They can recite the counting sequence beyond ten, coordinate counting objects with number names to at least ten and can use materials to show a given number less than ten.
  
  Next Steps:
  - Develop proficiency in counting more than 20 objects
  - Oral count by ones to at least thirty
  
  For more Centers aligned with stage B see this document.
  
  Stage C:
  These children are proficient at counting objects by ones. They know the counting sequence to at least thirty and can coordinate counting objects with number names beyond twenty.
  
  Next Steps:
  - Count forward by ones within 100
  - Count backwards by ones from ten
  
  For more Centers aligned with stage C see this document.
  
  Stage D:
  These children can mentally manipulate the ‘counting by ones’ sequence. They can start the counting sequence at numbers other than one, and count on by ones.
  
  Next Steps:
  - Count forward by tens, fives, and twos
  - Count backwards by ones from twenty
  
  For more Centers aligned with stage D see this document.
  
  Stage E:
  These children are beginning to count in various intervals (skip count). They can skip count forward by twos, fives and tens. They can count backward by ones from twenty.
  
  Next Steps:
  - Skip count by fives and tens from any 2-digit number
  - Count backward by ones from any 2-digit number
  - Count backward by tens from decade numbers
  - Count mixed collections of coins within one dollar
  
  For more Centers aligned with stage E see this document.
  
  Stage F:
  These children are proficient with counting in various intervals. They can skip count by various numbers, and can count by fives and tens starting at any number. They can count backward by ones from larger numbers.
  
  Next Steps:
  - Skip count forwards and backwards by ones, tens, and hundreds from
  any 3-digit number
  - Count mixed collections of coins greater than one dollar
  
  Possible Centers:
  Count by Fives (ver. 4)
  Continue Coin Scoop (with mixed collections greater than \$1.00)
  
  For more Centers aligned with stage F see this document.
  
  Stage G:
  These children fluently count through and across hundreds.  They can count forwards and backwards by ones, tens and hundreds within 1,000 starting at any number.  They use many skip counting sequences.
  
  Possible Centers:
  Skip Counting Towers
  
  Counting Collections (ver. 6)
  (encourage students to group objects in collection by 3's, 4's, 6's, 7's, 8's, and 9's to further develop skip counting by various numbers)
explanation: The document provides an overview of different stages in the development of counting skills for early childhood education, aligned with the ECAM counting continuum. It describes the characteristics of children at each stage and suggests next steps for their development. The document does not contain any specific math questions or answers.
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  Output rules:
  
  1. Briefly describe the document and mention if it contains a question or a question and answer.
  2. Finalize the output with: Label: no-question,question,question-and-answer,multiple-question,multiple-question-and-answer
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distilabel_metadata.content: # Counting Centers
  
  This page provides examples of Counting Centers aligned with the Early Childhood Assessment in Mathematics (ECAM) counting continuum (Board of Education of the City of New York, 2001; State Education Department). These centers can be used by teachers or parents to support students' progress within a stage, or to facilitate movement to the next stage on the ECAM continuum.  For centers aligned with the Numeration continuum see here.  For centers aligned with the Addition and Subtraction continuum see here.  For more information on using centers as an ongoing routine to develop math fluency in Kindergarten, 1st and 2nd grade classrooms see here.
  
  Stage A:
  These children are just beginning to learn the ‘counting by ones’ sequence. They can recite small sections of the counting sequence. When counting objects, they are just beginning to coordinate one object with each number name.
  
  Next Steps:
  - Recite the counting sequence beyond ten
  - Coordinate counting objects with number names to at least ten
  - Use materials to make sets to show a given number less than
  ten
  
  For more Centers aligned with stage A see this document.
  
  Stage B:
  These children are confident counting to ten. They can recite the counting sequence beyond ten, coordinate counting objects with number names to at least ten and can use materials to show a given number less than ten.
  
  Next Steps:
  - Develop proficiency in counting more than 20 objects
  - Oral count by ones to at least thirty
  
  For more Centers aligned with stage B see this document.
  
  Stage C:
  These children are proficient at counting objects by ones. They know the counting sequence to at least thirty and can coordinate counting objects with number names beyond twenty.
  
  Next Steps:
  - Count forward by ones within 100
  - Count backwards by ones from ten
  
  For more Centers aligned with stage C see this document.
  
  Stage D:
  These children can mentally manipulate the ‘counting by ones’ sequence. They can start the counting sequence at numbers other than one, and count on by ones.
  
  Next Steps:
  - Count forward by tens, fives, and twos
  - Count backwards by ones from twenty
  
  For more Centers aligned with stage D see this document.
  
  Stage E:
  These children are beginning to count in various intervals (skip count). They can skip count forward by twos, fives and tens. They can count backward by ones from twenty.
  
  Next Steps:
  - Skip count by fives and tens from any 2-digit number
  - Count backward by ones from any 2-digit number
  - Count backward by tens from decade numbers
  - Count mixed collections of coins within one dollar
  
  For more Centers aligned with stage E see this document.
  
  Stage F:
  These children are proficient with counting in various intervals. They can skip count by various numbers, and can count by fives and tens starting at any number. They can count backward by ones from larger numbers.
  
  Next Steps:
  - Skip count forwards and backwards by ones, tens, and hundreds from
  any 3-digit number
  - Count mixed collections of coins greater than one dollar
  
  Possible Centers:
  Count by Fives (ver. 4)
  Continue Coin Scoop (with mixed collections greater than \$1.00)
  
  For more Centers aligned with stage F see this document.
  
  Stage G:
  These children fluently count through and across hundreds.  They can count forwards and backwards by ones, tens and hundreds within 1,000 starting at any number.  They use many skip counting sequences.
  
  Possible Centers:
  Skip Counting Towers
  
  Counting Collections (ver. 6)
  (encourage students to group objects in collection by 3's, 4's, 6's, 7's, 8's, and 9's to further develop skip counting by various numbers)
distilabel_metadata.role: user
distilabel_metadata.raw_output_q_a_detector_0: The document provides an overview of different stages in the development of counting skills for early childhood education, aligned with the ECAM counting continuum. It describes the characteristics of children at each stage and suggests next steps for their development. The document does not contain any specific math questions or answers.
  
  Label: no-question