1. Counting Collections © 2014 University of Washington.

2. Agenda Introducing the Session Revisiting the Counting Collections activity Planning for the enactment Rehearsing Enacting in your classroom Exit cards © 2014 University of Washington.

3. 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.

4. 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.

5. 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.