## Count On: Student Recording Sheet - Section 4: Independent Practice

# What is counting on?

Lesson 10 of 10

## Objective: SWBAT count on to solve an addition problem.

#### Setting Up the Learning

*5 min*

This lesson follows students having multiple days to solve addition word problems, and listen to each other's strategies. One strategy that they will have heard a lot by this point is counting on! This game allows them to practice counting on in a different way.

**Review**

*Yesterday we saw that a few friends used a counting on strategy. We saw that we could use the counting on strategy anywhere! We don’t need cubes to help us!*

**Connect**

*We are going to play a game where we try counting on. Counting on is a strategy we can try because it is a strategy we could use anywhere we have a math problem*

**Objective**

*Your thinking job today is: How can I count on to figure out how many in all?*

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#### Opening Discussion

*10 min*

The day before, students solved a story problem with the number sentence 5 + 2 = ____. Before we play the game, I’ll have 2 students share their work from the day before to remind students of the counting on strategy we worked on yesterday.

**I’ll narrate about the problems as I draw them: “This person put out 5 cubes, then they got out 2 more cubes. They counted 1, 2, 3, 4, 5, 6, 7.”**

Partner Talk: How did this person solve the problem?

**Now I have another strategy. This person put 5 fingers on one hand and said 5. Then they counted 5, 6, 7 and put up 2 more fingers.**

Partner Talk: What did this person do to solve the problem?

**Guiding Questions:**

- Why didn’t they count the first group?
- Why did they say 5, 6, 7? Where did the 6 come from? Why did they stop at 7?
- Why did they hold up 5 fingers at first? Why did they put up 2 more fingers?
- How are these 2 strategies different?
- Which strategy was a little faster? Why was it a little faster? (Emphasize that mathematicans always use efficient strategies)
- Which strategy could you use at the grocery store? You could definitely count on in your brain! You don’t need cubes for that!

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#### Game Practice

*15 min*

Now we can play a game where we can use counting on to see how many in all. This game will help us practice the strategy we can use when we are problem solving. *See independent practice section for a video on materials to use for this game.*

Here are our game rules:

- Partner 1: Roll the number dice.
- Partner 2: Take out that many cubes.
- Partner 1: Roll the dots dice.
- Partner 2: Take out that many cubes.
- Partner 1 and 2, count on to solve.

We will play a few rounds of the game as a class to practice, discussing the guiding questions to help students focus on the math embedded in the game. I’ll also model how to draw what we did on the recording sheet.

Guiding Questions:

- Did we have to count the first group? Why not?
- How did we count on to solve?
- Why did we stop counting there?

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#### Independent Practice

*10 min*

To develop the counting on strategy, I use numbered and dot dice. I explain how and why this is critical in my video.

All groups will play the game today. For students who need more practice with counting on, this will give them a different way to practice the material. For students who are solid with the strategy, it will push them to review the strategy outside of the context of a story problem and just with numbers.

- Students write the number in one box, draw the dots in the other.
- Students write how many in all.

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#### Closing

*5 min*

Today we worked on figuring out if we could count on to solve a problem. Let’s look at one round of the game that I played. I model one dice roll on chart paper, students discuss what they noticed (how the teacher counted on).

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- UNIT 1: Creating a Culture of Math
- UNIT 2: Count to 100 Every Day!
- UNIT 3: 10: A First Grader's Best Friend
- UNIT 4: Charting and Analyzing Data
- UNIT 5: Inch by Inch, Paperclip by Paperclip
- UNIT 6: Properties of Addition and Subtraction
- UNIT 7: Shapes and Blocks
- UNIT 8: Understanding Equality
- UNIT 9: Adding and Subtracting: Base Ten
- UNIT 10: Solving 3 Addend Problems
- UNIT 11: Missing Parts: Unknowns in All Positions
- UNIT 12: Parts of a Whole
- UNIT 13: Tick Tock, Tick Tock
- UNIT 14: Time is Money: Hitting all the MD Standards
- UNIT 15: Base 10 Bonanza
- UNIT 16: What the WHAT?! Teaching Challenging Story Problems

- LESSON 1: What are our norms for how we listen?
- LESSON 2: Explaining Other People's Thinking
- LESSON 3: What is a story problem?
- LESSON 4: Criteria for Success: Story Problem
- LESSON 5: What is the action of the problem?
- LESSON 6: Put together or Take Away?
- LESSON 7: Act it out!
- LESSON 8: Is Your Dance Card Full?
- LESSON 9: Pumpkin Patch Math
- LESSON 10: What is counting on?