Physical Coverer and Counter

Prompted to measure, attempts to cover a rectangular space with physical tiles. However, doesn't organize or structure the 2D space without considerable perceptual support, such as a grid that outlines each individual unit. In drawing (or imagining and pointing to count squares as units of area), represents only certain aspects of that structure, such as approximately rectangular shapes next to one another. Makes comparison areas based on simple, direct comparisons (e.g., a child places one sheet of paper over another piece of paper to select the sheet that covers more space). 


You may see this:

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Other Examples:

  • Covers a region with physical tiles and counts them by removing them one by one.  
  • Draws within the region in an attempt to cover the region.  
  • May fill only next to existing guides (e.g., sides of region).  
  • May attempt to fill region but leave gaps and not align drawn shapes (or only align in one dimension). 

Help your student become a(n) Physical Coverer and Counter

A range of activities help children cover surfaces without gaps. Particularly useful are activities  that provide scaffolding, such as a grid that guides children to see rows and columns as they cover a surface with square manipulatives such as tiles.

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.