Mathematics Developmental Continuum P-10

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Counting Sequences

This table shows the ways in which students who interpret decimals in various ways would "count" between 1 and 2.

  One of the 'longer-is-larger" students Two of the shorter-is-larger students (two possibilities)

Arrow increasing in size from 1 to 2

2
.
.
1.6792
.
.
1.999
1.998
.
.
1.101
1.100
1.99
1.98
.
.
1.51
1.50
1.49
.
.
1.12
1.11
1.10
1.9
1.8
1.7
1.6
1.5
1.4
1.3
1.2
1.1
1

2
1.9
1.8
1.7
1.6
1.5
1.4
1.3
1.2
1.1
1.99
1.98
.
.
1.51
1.50
1.49
.
.
1.02
1.01
1.999
1.998
.
.
.
1.002
1.001
.
.
1.6792
.
.
1

2
1.1
1.2
1.3
1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
.
.
1.49
1.50
1.51
.
.
1.98
1.99
1.100
1.101
.
.
.
1.998
1.999
.
.
1.6792
.
.
1

 

One of the 'longer-is-larger" students

Two of the shorter-is-larger students (two possibilities)