1. Case Study Presentation
Heather Lewis
ED558
July 2011

2. Error/Misconception
Miscounting
- Repeats/omits numbers
1 2 4 5 5 6
- Counts by groups (size, color, etc)
More or less??
- Trouble with if “5” is
greater than “4”

3. Analysis
The One-one Principle: Each item counted has a
'name' and we only count each item once during
the counting process. The child needs to make a
physical or mental 'tag' of the 'to be counted' and
the 'counted' items and keep them separate.
The Abstraction Principle: 'Anything' can be
counted and that not all the 'anythings' need to
be of the same type.
Incomplete understanding, lack of instruction on
concept.

4. Procedure
• Counts chips 1 – 10
• Touches and moves
each chip as he counts
(concrete)
• Puts chips into a line or circle, begins from a
“point” (pictorial)
• Matches each number with correct amount of
chips
• Writes each number
on the chalkboard (symbolic)

5. Procedure- Error # 2
• Pick out the “four” and “five” blocks and match
them up with the corresponding number of
chips.
• Pair each chip up with another one.
• 5 has “1 more” left over.

6. Literature Review
“Feast for 10” By Cathryn Falwell
“Mice!” By Julie E. Frankel