Counting Collections Practice
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This learning activity provided by:
Author:
Sue Noah
System: Athens City School: Athens Elementary School
General Activity Information
Activity ID:
2581
Title: Counting Collections Practice
Digital Tool/Resource: DJ Count | Count to 100 | Jack Hartmann
Web Address – URL:
Overview: In this activity, the students will focus on the mathematical standard of counting and cardinality. Students will have opportunities to count orally, use hands-on manipulatives for counting, and other activities to build experiences in counting. Students practice counting skills, apply strategies, and ask and answer questions about counting.
This activity results from the ALEX Resource Development Summit.
Associated Standards and Objectives
Content Standard(s):
Mathematics 4. Connect counting to cardinality using a variety of concrete objects.
a. Say the number names in consecutive order when counting objects.
b. Indicate that the last number name said tells the number of objects counted in a set.
c. Indicate that the number of objects in a set is the same regardless of their arrangement or the order in which they were counted.
d. Explain that each successive number name refers to a quantity that is one larger.
Unpacked Content
Evidence Of Student Attainment:
Students:
Count an object saying the number name.
Tell the number of objects in a set.
Specify the number of objects in a set regardless of arrangement.
Explain "one more". Teacher Vocabulary:
Cardinality
One to one correspondence
Hierarchical inclusion Knowledge:
Students know:
Use one to one correspondence when counting objects. how to rote count in consecutive order. Skills:
Students are able to:
count objects with one to one correspondence.
Indicate the number of objects.
Explain one more. Understanding:
Students understand that:
a number represents a quantity. Diverse Learning Needs:
Essential Skills:
Learning Objectives: M.K.4.1: Define number and counting.
M.K.4.2: Identify correct number of objects for a given number up to 20.
M.K.4.3: Identify different size groups of objects up to 10.
M.K.4.4: Count to 20 by ones.
M.K.4.5: Mimic counting objects.
M.K.4.6: Know that the last number tells how many when counting 0 to 5 objects.
M.K.4.7: Mimic counting objects up to 20.
M.K.4.8: Count to 20 by ones.
M.K.4.9: Mimic counting to 20 by ones.
M.K.4.10: Define one larger/one more.
M.K.4.11: Count objects in a group and identify total after adding one more.
M.K.4.12: Count in sequential order.
M.K.4.13: Mimic counting in sequential order.
Prior Knowledge Skills:
Count to 20 and above.
Mimic counting by ones.
Recognize numbers from one to ten.
Become interested in how many objects she/he has.
Continue to have an interest in counting.
Understand the concept of size and amount.
Notice same/different and some/all.
Understand that words can label sameness and differences.
Understand that some have more, and some have less.
Become more interested in the concept of some and all.
Given a set number of objects one through ten, answer the question "how many?"
Pair the number of objects counted with "how many."
Understand that the last number name tells the number of objects counted.
Establish one-to-one correspondence between numbers and objects when given a picture, a drawing or objects.
Pair a group of objects with a number representing the total number of objects in the group (up to ten objects).
Alabama Alternate Achievement Standards
AAS Standard:
Learning Objectives: Students will use strategies to count a collection of objects regardless of their arrangement or order and record their thinking.
Strategies, Preparations and Variations
Phase: During/Explore/Explain
Activity:
Students will watch DJ Count by Jack Hartmann to practice counting to 100.
Teacher will create collection tubs with 10-100 objects in each prior to this activity.
Students are paired with high/medium and medium/low partners and instructed to work together to count objects in their collection tub.
Students may use different tools on the carpet such as ten frames, a hundred chart, cups, or bowls if they would like to begin grouping items for more efficient counting, such as by fives or tens.
Students will discuss with their partner how many objects they counted in the collection tub and the strategy used to count.
Students will use a recording sheet or their math journal to record how many objects are in their collection tub and illustrate their thinking.
Teacher will observe and stop the class to have a mini-lesson highlighting a certain way that a group has organized their collection (by fives or tens) to count more efficiently.
Teacher will share a group's math journal or recording sheet with the class discussing how the group counted and how they recorded their thinking.
Assessment Strategies: The teacher will use questions to prompt student thinking:
How many objects were in your collection?
Can you prove that to me?
Can you draw a picture to show how you counted?
Check that students:
are able to understand the concept of one-to-one correspondence.
are able to record the number of items in their collection.
are able to show grouping of objects.
are able to discuss with their partner problem-solving skills to analyze and record their thinking.
are able to record the strategy used to group objects.
Advanced Preparation: Teacher will need to prepare collection tubs ranging from 10-100 objects in each tub. Collections may include buttons, small erasers, counters, colored tiles, colored bears, marker tops, straws, broken crayon pieces, etc.
Each student will need a math journal or a recording sheet to write the number in their collection and show their thinking (How did the student group the collection?).
Variation Tips (optional): Once students are able to efficiently count their collection and record their thinking, then ask the students the following questions:
How many would you have if I gave you more objects? (10, 20, 50, 100, 300, etc. help build place value)
Can you show me another way to count your collection?
How many would you have if I took __ objects away from your collection?
Do you think you and your partner can equally share all of these objects? Why or why not?
Notes or Recommendations (optional): 4. Connect counting to cardinality using a variety of concrete objects.
Keywords and Search Tags
Keywords and Search Tags:
cardinality, counting, one to one correspondence
