Task with a “Make Over”

Performance Goal(s): 

What Models (concrete manipulatives, pictures, and/or abstract could students use? 

Counting on Fun

Original Problem or Exercise

Picture Explanation:
Imagine an image depicting a set of colorful blocks in different shapes like circles, triangles, and squares. There are five blocks of each shape, totaling fifteen blocks. Some blocks are stacked, while others are scattered.

Task with a "Make Over"

Students will explore the concept of counting and one-to-one correspondence by arranging the colorful blocks into groups by shape and then counting each group.

Math Content Standard(s)

• Counting and Cardinality: Know number names and the count sequence. Count to tell the number of objects.

Standards for Mathematical Practice (SMP)

• SMP 1: Make sense of problems and persevere in solving them.
• SMP 4: Model with mathematics.

Performance Goal(s)

• Students will be able to count to 10 confidently when arranging objects into groups by shape.
• Students will demonstrate an understanding of one-to-one correspondence by pairing each object with a number.

Learning Goal(s)

• Students will become familiar with counting objects to 10.
• Students will develop the ability to sort and classify objects by their shape and count groups.

How Would You Know if Students Learned the Concept?

Students demonstrate counting accuracy by correctly counting the number of objects in each group and by showing one-to-one correspondence when physically interacting with the manipulatives. Also, students will articulate the shapes they sorted and counted, confirming comprehension beyond mere number recitation.

What Makes the New Task High-Quality?

This task is high-quality due to its active engagement, promoting hands-on learning and exploration. It encourages problem-solving and reasoning by having students group and count independently. Characteristics include contextual relevance, sensory engagement, and the opportunity to verbalize mathematical thinking.

What Models (Concrete Manipulatives, Pictures, and/or Abstract Could Students Use?)

• Concrete Manipulatives: Colorful counting blocks, shape cutouts
• Pictures: Visual aids showing groups of similar objects
• Abstract: Number cards to reinforce the counting sequence

What Strategies Could Students Use?

• Counting Strategy: Use a one-by-one strategy, ensuring each object is counted once.
• Grouping Strategy: Group objects into familiar categories by shape before counting, simplifying the counting process.

Find a Children's Literature Book

Book Citation:
Tang, G. (2004). Math Fables. Charlesbridge.

Describe How You Would Use This Children's Literature in the Classroom

Math Fables introduces foundational math concepts, including counting through storytelling. Before starting the activity, read aloud, engaging children with the whimsical tale that naturally incorporates counting. Emphasize moments in the book when creatures are grouped and counted to segue into the block exercise.

2 Questions You Would Ask While Reading This Book

1. "How many animals do you see on this page, and can you count them with me?"
2. "What happens if we add one more friend to our animal group here? How many will we have in total?"

How Could You Promote Your Students’ Growth Mindset While Completing This Task?

Encourage students by telling them mistakes are just part of learning. Say, "Every time we count, even if we get it wrong, we're learning to get better!"

How Would You Promote Productive Struggle?

Pose open-ended questions like, "What happens if we put all the circles together and count them?" Give them time to think and solve before stepping in, offering hints if necessary rather than solutions, ensuring they engage independently with the challenge.