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Counting Matters!

bit.do/thinkingmatters

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Jennifer Rolf

Curriculum Resource Teacher (ToSA)

Santee School District

@rolf_jennifer

jennifer.rolf@santeesd.net

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Purpose of Counting collections

Verify & develop 1:1 correspondence

Develop strong number sense & sequence

Develop efficient & accurate counting strategies

Develop the relationship between numbers & quantities

Develop place value understanding

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Counting Collections Is a lively time!

Keep it open ended and student centered.

Where will students pick up and put away their counting collections?
Where will tools be located? (Ten frames, bowls, cups, plates)
Where will students count?
Who will be partners today? Why?
What is a productive noise level?

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1.

Counting Collections Is a lively time!

Keep it open ended and student centered.

6. What do student do when they are done counting and recording?

Count their collection in a different way?
Clean up and get a new collections?
Wait for a teacher check-in?
Find another student to share your count and recording with?

7. What will clean up look like?

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Teacher’s Role During Counting Collections

Use counting collections often!

Record & track student progress

Ask questions which provoke thinking, articulation & extension

Develop joy and wonder for quantity, counting, and coming to know number sequence and symbols

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NO 1:1 Correspondence

1:1 Correspondence

Lacking an organizational system

1:1 Correspondence

Organizational System

Counts by 5s

1:1 Correspondence

Organizational System

But NOT useful

Counts by 1s

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1:1 Correspondence

Grouping System by 10s

Counting System by 10s

Increase complexity by providing:

Larger number of items in collection

Groups of items in packages

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“When we allow children to develop their own counting strategies that make sense to them, we are surprised and delighted by their thinking.”

National Research Council 2001

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“

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Sharing Sessions

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Counting Collections & Sharing Session Strategies

~ Can take place before, during or after a counting collection

~ Can take place with a small group or whole class

~ Let students do the explaining/talking

~ Select a variety of students to share at various levels

~ Take pictures to reflect or use a fishbowl for sharing

~ Share how various tools are being used

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Counting Collections & Sharing Session Questions

~ How many do you have all together? (cardinality)

~ Show me how you counted your items.

~ Why did you choose to organize your count by ______?

~ How many more to 100?

~ Turn to a partner and share how you counted your collection.

~ Share how you might count a collection differently next time.

~ Can you tell how ______ counted by looking at their collection?

Additional Questions

K-2 Counting Collections Landscape

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Counting Collections - Mix it Up!

Individual Counting Collections

Allows you to get a baseline of where individual students are

Do periodically to monitor growth

Partner Counting Collections

Make intentional partnerships

Establish clear expectations for partner counts

Provide opportunities for students to count individually then combine with a partner

Estimation Counting Collections

Grab a handful of items from your bag
Estimate & record how many you grabbed
Revise your estimate after you count to ___
Determine the difference of your estimate to actual

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Group Work During counting Collections

“The evidence is abundant that children benefit from working together.”

How can we make sure both partners are counting?
How can we make decisions together about how we are going to count?
How can we be good math counting partners?
How might it look like to count together?

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Items & Tools for Counting Collections

Items:

Pattern Blocks
Legos
Birthday candles
Coins
Buttons
Crayons
Straws
Beads
Hair Clips

Tools: (Choice)

10 Frames
100 Chart
120 Chart
Cups
Plates
Bowls
Egg Cartons
Recording sheet
White boards/markers

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Lego Counting Collection

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Count the total number of pegs on the Legos in your bag. Record the strategies you used for determining the total number of pegs. Share Session

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Student work

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Counting Collection - Intermediate Grades

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Counting Collections: (Partners) Determine the total number of items in your bag without opening the individual bags of items. Show two different strategies when determining the total number of items in your baggie. Write an algebraic expression to represent the items in your bag. Sharing Session

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Student Work

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Exit Slip

Please take a moment and fill out the exit slip for feedback and continuous improvement.

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Resources

Tech Integration

Flipgrid

Seesaw

Explain EDU

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Resources

Counting Collections, Teaching Children’s Mathematics 2007

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