counting collections © 2014 university of washington
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Counting Collections
Preparing for Enactment
© 2014 University of Washington.
Agenda
• Introducing the Session• Revisiting the Counting Collections activity• Planning for the enactment• Rehearsing• Enacting in your classroom• Exit cards
© 2014 University of Washington.
Counting Collections• You’ll work with a partner to count the total number of objects
in a collection. • To get your materials:
– Who’s birthday is coming up next? That person chooses the collection.
– The other person finds a space to work and collects your recording sheets and any materials you might want to organize your count.
• Work together to count your collection.• If you finish, switch jobs to get new materials and work on
another collection! Remember to put your first collection away!
© 2014 University of Washington.
Thinking About the Activity
• How does the teacher orient students to the content? – What are the ways in which the teacher highlights the
mathematics that students are working on in this task?• How are the students positioned competently?
– What moves does the teacher make to position the students as competent sensemakers?
• How does the teacher support students in working together?
• How does the teacher orient students to each other’s mathematical ideas?
© 2014 University of Washington.
Planning For Your Own Enactment
• Plan to engage students in a Counting Collections task.• Think about what items you can use to create your various
collections:– What might you have at home? (decks of cards, puzzles,
etc.)– What’s already in your classroom? (markers, cubes, etc.)– What could you borrow from the school/supply room?
(paper clips, rubber bands, etc.)• Some resources to support your planning:
– Counting Collections planning protocol & sample– Tips for getting started document
© 2014 University of Washington.
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