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Counting is the foundation of early arithmetic.

• In order to count correctly you have to know the number sequence, but you also have to know...
• Number systems are all about representing and communicating quantity.
  • Choices are made to make it simple, easy, or compact
  • The 2 in 21 represents 2 groups of ten.
  • InSix Does Not Existthe 2 in 21 represents 2 groups of one-zero.
• We are in the business ofdeveloping and understanding strategies
  • Strategies and vocabulary to note
    • Compensating
    • "tens and ones"
    • "make ten"
    • regrouping
    • counting on
    • leaps and boundsmoving through the numbers by 10's or at least not by 1's

1: Six Does Not Exist

• Count 5 different collections or sets of objects inSix Does Not Exist.Do not worry about getting the count in our indo arabic system.
  • These could be the number of people in the ward, the number of students in a class, the number of socks in your drawer, the number of rice grains in a very small bowl, the number beads on a bracelet.
• Complete the Single Digit Addition Strategies on page 36. Explain the thinking on each problem. (How did you get the answers?)

Skip Counting Skip count by 10's Using the Six Does Not Exist Numeration system, skip count with 10 2's 3's 2 13 SSS 400 240 5's 4's 5 4 1040 520Skip count by 10's 10 1200 400Single Digit Addition Strategies For the following Six Does Not Exist problems record/explain how you solved them: 3+ 3 2 + 5 4+3 4+ 4 4+ 2 5+4 5 + 5 10 + 3 11 + 5 Quote from President Monson: "Generalities simply will not do. When we deal in generalities, we will never have a success; but as we deal in specifics we will rarely have a failure." (October 1984, priesthood session) 36