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.