Choral Choral Counting & Counting Collections by Megan L. Franke Elham Kasemi & Angela Chan Turrou

Author:Megan L. Franke, Elham Kasemi, & Angela Chan Turrou
Language: eng
Format: epub
Publisher: Stenhouse
Published: 2018-03-08T16:00:00+00:00

Figure 4.7 Mr. Stephens’ recording of counting by 10s starting at 50.

Mr. Stephens asks the students to start back at 80 in order to give them a running start to practice going from 100 to 110. The count continues through 210, with some voices dropping in and out of the count. Mr. Stephens continues with the count despite lots of voices dropping out, but on reaching 210, he asks students to go back to 100 and say the numbers with him again as he points to them in the written count. The record of the count gives students the opportunity to practice the number sequence and keep thinking about the numbers as they read them again.

As Mr. Stephens’s class examines the recorded count, they notice patterns. As in past counts, students notice the zero in the ones place. They notice that the tens keep increasing by one. Some students say that the tens “go back to zero,” while others see the pattern growing into “ten 10s,” “eleven 10s,” “twelve 10s,” and so on. As students notice the 10s growing, Mr. Stephens marks the jumps of 10 with a different colored marker.

A few comments into the discussion, Nelson notices something that Mr. Stephens wants to pursue.

Nelson: This is like the erasers that me and Emilia counted yesterday.

(Nelson is referring to a counting collection of pencil-top erasers he and his partner worked on the previous day. Mr. Stephens remembers how excited Nelson and his partner, Emilia, were to count a collection of more than 100 and add a picture of their collection to the “Ways to Count Collections” poster they are making in the classroom. He isn’t sure yet, however, what connection Nelson sees between today’s count and the counting collection. He’s curious though and decides to nudge Nelson to elaborate.)

Mr. Stephens: That’s really interesting that our count is reminding you of your counting collection, Nelson. And it’s one we have a picture of right here, right? Can you tell us more about what you’re thinking?

Nelson: Like sometimes you can put 10s together to make 100 and then start again with other groups of 10.

Mr. Stephens: Nelson is noticing something important here. Did you all catch that? He’s noticing something about groups of 10 in both the count and the collection. Turn and talk to your partner again about what you notice about the connection between how Nelson and Emilia counted the pencil-top erasers and the choral count we just did. (See Figure 4.8.)

As Mr. Stephens kneels next to a few students during the turn and talk, he hears these thoughts:

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