Student Actions

Teacher Actions

• Engage in problem-solving by creating strategies for counting objects in an unfamiliar formation (such as touching to count, mentally grouping, counting in one direction, etc.)

• Develop a productive disposition when counting objects that are in a difficult arrangement

• Model and generalize how previously used strategies can be applied in a variety of configurations

• Support productive struggle and procedural fluency by providing frequent opportunities to practice counting in unfamiliar arrangements.

• Provide meaningful mathematics experience by asking students to count real-world items such as chairs, crayons, books, etc. 

• Model strategies for counting scattered arrangements of objects.

Key Understandings

Misconceptions 

• Each object must be counted only once.

• It is beneficial to count in an organized manner (top to bottom, clockwise, etc.) to keep track of what has been counted and what has not.

• Unorganized, stationary objects must sometimes be counted without being moved

• Objects can be counted more than once.

• Objects can be skipped while counting.

• Objects can always be moved or manipulated when counting.

  Knowledge Connections

Prior Knowledge

Leads to 

• Identify up to 10 objects in a row or column (PK.N.2.1)

• Use one-to-one correspondence (PK.N.2.2)

• Recognize the number of objects in a small random arrangement, without counting (K.N.1.4)

• Compose and decompose numbers up to 10 using objects and pictures. (K.N.2.1)