Our journey “How many” comes from the presentations and discussions I had at the 2017 Cognitively Guided Instruction conference, around counting collections of items (e.g. legos® blocks, buttons, etc) with young children (Carpenter et al., 2016) and how the question “how many?” can lead to math discussion deepening the children’s understanding in number sense in upper grades (Schwerdtfeger & Doto, 2017). Depending on their development in counting skills, some children may explore a collection by counting each item. Others may select a specific feature, such as the pegs of the legos® blocks or the holes of the buttons. Children can count by 1s, 2s, 4s, etc, keeping track of their counting on paper, using cups or bags to group items in Tens, or Hundreds, etc.
It is endless :-)
- How many? #1 – At the coffee shop
- How many? #2 – From the captain’s cabin
- How many? #3 – In Beaufort, NC
- Thomas P. Carpenter Megan Loef Franke Nicholas C. Johnson, Angela C. Turrou, Anita A. Wager (2016) Young Children’s Mathematics: Cognitively Guided Instruction in Early Childhood Education. Heinemann: Portsmouth, NH.
- Julie Kern Schwerdtfeger & Darlene Fish Doto (2017) Counting Collections in the Upper Grades (3-5). Cognitively Guided Instruction. 2017 National Conference, Seattle June 26-28.