Lots of Beans
We are cranking it up a bit now and moving into ideas of place value and magnitude.
It is important that students engage in purposeful counting rather than just rote counting to 100 and beyond. The following activity is designed to promote estimations based on informed guesses and then using speed counting strategies to check the estimates. There needs to be plenty of opportunities to talk about the magnitude of the bean collections and to give reasons for estimates that are made. Getting organized for speed counting is also important. Look at the first image below briefly but do not count. Then answer the questions that follow.
How many beans approximately did you think you saw?
More than 20 less than 20? More than 50 less than 50
Do you think the amount is closer to 20 or to 50? Why?
How could they be organized for speed counting?
Look at the next image and see if you want to revise your estimate.
Did you notice and subitizable groups?
Does the picture give any ideas for speed counting?
What estimate would you like to make now?
The final image shows them having been made into subitizable groups of 5.
The beauty of making 5 in a subitizable pattern is that there is no need to count the 5s each time. Looping them into 10s is a fast way of finding how many altogether with no need to count by 1s at all. Using fluid materials and experiences with magnitude, ideas of place value and the need to work in 10s can develop experientially rather than just as a taught procedure.
Take Home Activity
When the students are used to the sequence and are using ideas of magnitude based on what they can ‘see’ they can take home a bag of beans and challenge their family
End of Day 3