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  • GENERAL INFORMATION AND SUMMARY
    • Title: Counting Beans
      Resource ID: 12705
      Description:
      The teacher says a whole number less than 21 and asks the student to write the stated number in a circle on a worksheet and then asks the student to place a matching quantity of beans or counters in the circle. This is done six times with different numbers.
      Subject(s):
      NGSSS: Mathematics
      Grade Level(s):
      K
      Intended Audience:
      Special Materials Needed:
      • Beans or other small counters, at least 25 per student
      • Worksheet (available in Word or PDF, see Attachment section)
      Freely Available: Yes
      Instructional Component Type(s):
      Formative Assessment (Primary Type)
      Attachments: MFAS_CountingBeans_worksheet.doc , MFAS_CountingBeans_worksheet.pdf
      Resource Collection: MFAS

  • RELATED STANDARDS (1)
    •
      »  MA.K.A.1.1: Represent quantities with numbers up to 20, verbally, in writing, and with manipulatives.
          Cognitive Complexity: Moderate     l Date Adopted or Revised: 09/07        
          Belongs to: BIG IDEA 1


  • FORMATIVE ASSESSMENT TASK
    • Instructions for Implementing the Task
      1. The teacher places at least 25 small counters in front of the student (beans, circle counters, etc.) and gives the student a worksheet with the 6 circles on it (see Attachments section).

      2. The teacher says, “I am going to say a number, and I want you to write that number in one of the circles on your paper."

      3. The teacher observes what the student writes in the circle.

      4. The teacher says, "After you write down the number I say in one of the circles, use the beans/counters at your table, count out that number, and place those beans/counters inside the circle with the matching number in it."

      5. The teacher observes and makes note of student’s ability to count the corresponding number of beans/counters.

      Some suggested numbers to have the students write in the circles are 0, 3, 6, 10, 11, 13, 16, and 20. (Make sure to choose at least one number in each of these ranges: 0-5, 6-10, 11-15, and 16-20).

      Vocabulary Associated with the Assessment count
      number

  • Task Rubric
    • Level I
      The student does not begin the task or identify a strategy to begin solving the problem. The student may guess an answer or copy what another student is doing without demonstrating understanding. The student appears not to understand the problem the task is asking him or her to solve.
      Misconception / Error
      The student can write the numbers, name the numbers, and count sets of objects up to five.

      The student may not be making one-to-one correspondence between counting numbers and number in the set.  

      The student may write the numbers backward.

      The student can count sets of objects up to 10.
      Examples of Student Work at this Level
      The student is able to write, count, name, and make a set objects up to five.

      The student may not make one-to-one correspondence between Counting numbers and number in the set. 

      The student may write the numbers backward.

      The student is able to count sets of objects up to 10.
      Questions Eliciting Thinking
      What is the name of this number? (The teacher points to a number higher than five.)
      Instructional Implications
      The teacher asks the student to count out 5 beans. The teacher verifies that the student knows all of the numerals 0-5. If the student has difficulty naming the numerals, the teacher may use flashcards and games to help the student learn to identify the numerals.

      To work on one to-one-correspondence, the teacher provides the student with opportunities to practice counting using manipulatives.

      To work on writing numerals, the teacher provides the student with practice tracing numerals 0-5. Then, the teacher provides the student with the opportunity to practice writing the numerals in shaving cream on his/her desk, in the sand, on paper, etc.

      Level II
      The student demonstrates errors in reasoning or fundamental misconceptions related to the learning goal. The student may not understand key mathematical terms in the problem and/or may be unable to describe or justify the strategy he or she uses.
      Misconception / Error
      The student is able to write the numbers, name the numbers and count sets of objects up to 10.

      The student may still not make one-to-one correspondence between counting numbers and number in the set.

      The student may write the numbers backward.

      The student is able to name the number and count sets of objects up to 10.
      Examples of Student Work at this Level
      The student is able to write, count, name, and make sets of objects up to 10.

      The student may still not make one-to-one correspondence between counting numbers and number in the set. 

      The student may write the numbers backward.

      The student is able to name the number and count sets of objects up to 10.
      Questions Eliciting Thinking
      How did you know to put (quantity) beans in this circle (the teacher points to a circle)?

      Do you know the name of this number (the teacher points to a number higher than 10)?
      Instructional Implications
      The teacher asks the student to count out 10 beans. The teacher verifies that the student knows all of the numerals 0-10. If the student has difficulty naming the numerals, the teacher provides practice using flashcards and games to help the student learn to identify the numerals.

      To work on one-to-one correspondence, the teacher provides the student with practice counting using manipulatives.

      To work on writing numerals, the teacher provides the student with  practice tracing numerals 0-10. Then the student practices writing the numerals in shaving cream on his or her desk, in the sand, on paper, etc.

      Level III
      The student selects an appropriate strategy for solving the problem but may make an error(s) in computation. The student is unable to clearly articulate his or her thinking and/or to justify the strategy used to solve the problem.
      Misconception / Error
      The student writes the numbers, names the numbers, and counts sets of objects up to 15.
      Examples of Student Work at this Level
      The student writes, counts, names and makes sets of objects up to 15.
      Questions Eliciting Thinking
      How did you know to put (quantity) beans in this circle (the teacher points to a circle)?

      Do you know the name of this number (the teacher points to a number higher than 15)?
      Instructional Implications
      The teacher instructs the student to count out 15 beans. The teacher verifies that the student knows all of the numerals 0-15. If the student has difficulty naming the numerals, the teacher provides the the opportunity to use flashcards and games to help the student learn to identify the numerals.

      To work on writing numerals, the teacher provides the student with  practice tracing numerals 0-15. Then the student practices writing the numerals in shaving cream on his or her desk, in the sand, on paper, etc.

      Level IV
      The student solves the problem, uses formal mathematical terms correctly to explain how he or she arrived at the solution, and justifies why the solution is correct.
      Misconception / Error
      The student can write the numbers, name the numbers, and count sets of objects up to 20.
      Examples of Student Work at this Level
      The student is able to write, count, name, and make a set of objects up to 20.
      Questions Eliciting Thinking
      Can you name another number you know?

      How would you show this number with counters?

      How do you write this number?
      Instructional Implications
      The teacher allows the student to count out as many manipulatives to see how far he or she can count. The teacher has several index cards with different numerals from 21-100 and asks the student to point to a card and tell what numeral is written on the card.






  • SOURCE & ACCESS INFORMATION
    • Name of Author/Source: MFAS FSU
      E-Mail of Author/Source: mfas@lsi.fsu.edu
      Is this Resource freely Available? Yes
      Access Privileges: Public
      License:
      CC Attribution Non-Commercial Share Alike

* Please note that examples of resources are not intended as complete curriculum.

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