How Many & Get Me (Small Group)

2-A-S-1

Purpose: Determine the numerosity of a collection and form a collection of a specified numerosity to provide foundational knowledge for addition.

Description: Students gain experience of counting a collection of counters and creating a collection of specified number of counters.

Materials

  • Counters
How Many & Get Me

What To Say and Do

  • 1

    When talking about numerosity of a collection the two main companion tasks are: “How Many?” and “Get me…” tasks. These provide a foundational knowledge for addition where student experience working with one collection before working with two collections.

  • 2

    How Many?

    1. Place out 13 counters. Say, “How many counters are there?”
    2. Observe students as they determine the number of counters in the collection. If students struggle with this process, consider the following: 

      1. If the concern is the student is struggling with forward number word sequence or one-to-one correspondence, they may need additional work prior to working with these larger collections.  

      2. Notice if after the student counts all the items and is asked, “How many?” they begin to recount the items. Some students do not understand the question of “How many?” and when a count is made the last number word indicates the total of the collection. Support the student by modeling how to find how many. Say, “Watch me as I count these.” When finished, say, “Oh, I have 13 counters. That is how many I have.” 

  • 3

    Get Me...  

    1. Place out about 30 counters in a pile. Say, “Get me 15 counters.”  
    2. Observe students as they determine the number of counters in the collection. If students struggle with this process, consider the following:  
      1. If the concern is the student is struggling with forward number word sequence or one-to-one correspondence, they may need additional work prior to working with these larger collections.
      2. If the student tries to count without touching, offer the opportunity to touch and move the counters.  
      3. The student may count each item but does not stop at the requested amount. Interrupt their counting and ask, “How many did I ask you to get?” If this does not call attention to their error, reduce the amount asked and build up to a larger quantity (Get me 2…, Get me 3…, Get me 6…, etc.). 
    3. Repeat with different quantities of counters in the range to 20. 

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