Problem:

Students count the crayons in their supply box on their desk (6–10 items). Have them start counting with a different color each time. They count the same set of crayons several times, getting the same answer, no matter what the sequence of the colors.

Check to see that each student understands the ordinal sequence of numbers, as well as the cardinal meaning of the numbers. Being able to count accurately using the ordinal sequence is not the same as knowing that the ending number of a sequence tells the quantity of the things we have counted.