Question 52

Counting on helps students determine how many more blocks are needed to make ten.

This mental math strategy is particularly effective for tasks that require students to add a small number to reach a target number, such as identifying how many more blocks are needed to make ten when starting with six blocks.

A) Determining how many more blocks are needed to make ten if there are six blocks on a desk

This option is correct because counting on allows students to start from the number they have (six) and mentally add to reach the target (ten). Students can count up from six (seven, eight, nine, ten), easily identifying that four more blocks are needed.

B) Writing the numbers two, four, six, eight, and ten as the sum of doubles

This option is incorrect because it focuses on writing numbers as sums rather than on the counting on strategy. The task involves recognizing patterns or relationships in even numbers, which does not utilize the counting on method effectively.

C) Touching each of ten blocks while counting them

This option is incorrect as it describes a counting activity that emphasizes one-to-one correspondence rather than mental addition. While it is important for understanding quantity, it does not engage the counting on strategy.

D) Describing how to skip count to ten by twos

This option is also incorrect because skip counting is a different strategy that involves a systematic approach to counting by intervals. It does not directly relate to the counting on technique, which is focused on adding to a known number.

Conclusion

Counting on is a fundamental strategy that assists students in quickly determining how many more are needed to reach a specific total. Option A exemplifies this technique effectively, while the other options either misinterpret the concept or apply unrelated counting methods. Thus, A is the only choice that aligns with the mental math strategy of counting on.