Discover Number Patterns With Skip Counting Transcript
Luna Productions
Transcript of completed program
Choral Counting v4
Buenos dias ….
Choral counting is when I set an objective for students to count by a certain number and today the objective was for them to count by 200s and then to look for patterns in those numbers.
Teacher: All right, guys. We’re going to do a choral count, counting by 200s today. Big number. Can you repeat what I just said, Jason. We’re going to do a choral count, counting by what?
Student: 200
Teacher: Good job. What are we counting by?
Students: 200
Teacher: 200s. And we’re going to start at the number 5,000. So we’re going to do a choral count starting at 5,000, counting by 200s, and when we do that we’re going to also look for patterns in numbers. What are looking for in numbers today, S___?
Student: Numbers and patterns.
Teacher: Good job. Sarah, can you repeat what he just said.
Student: Number and patterns
Teacher: Patterns and numbers that we’re counting today. So we’re going to start at 5,000. I want you to watch my pen and count with me. What do you think the next number is going to be before we get started, Anike?
Student: 5,200
Teacher: 5,200. OK? So watch my pen and we’re going to count together. Ready? Begin.
Student: 5,000, 5,200, 5,400, 5,600
So we would continue counting by 200s and then I would get to a certain point when I noticed students could see a pattern, I would stop and say OK, can you tell me what the next number is going to be.
Student: 6,400
Teacher: OK, stop there. Take a look at those numbers that you just counted. What do you think is going to be here? Think about it first.
So one thing that I do during my lessons quite often is I’ll ask a question so that the entire class can hear it and before any students raise their hand I have them think, just think first about what I just asked, and I give them about 10 seconds to think about it, and then they share with the partner around them.
Teacher: Now turn and talk to a partner
After they talk I bring the whole class back together again, and then I have quite a few students share what either they said or what they heard in their conversations.
Teacher: OK, finish up your conversations. Give me five. Who can tell me what number comes next? What did you hear or say?
I like to give students an opportunity to talk first because so many of them want to share individually. So I feel like if I do turn and talk everybody gets a chance to have a voice. If they’re talking in groups they can hear so many things going on, different ideas from their classmates, and then most of them are ready to be called on.
Student: We said that they line up and we’re counting by 200s so …..
Student: If you take the 100s out of them you’re counting by 2s so 2, 4, 6 and then so on, so on, so on.
Teacher: So you’re noticing a pattern, 2, 4, 6, and so that makes you think 6,600 is going to come next?
Student: Yeah
Teacher: So I’m going to go ahead and show you that pattern. _____ on your chest or a connection if you noticed that we’re adding 200 every time. All right so I’m going to go ahead and point that pattern out and show it to you. So from 5,000, 5,200, we’re adding 200. Does that pattern continue here?
Students: Yes
I used green today just to show the jumps of 200 so students could understand those five jumps of 200 equal 1,000. I used red to show how one column when we switch to a new column it’s adding 1,000, and I used red also when I underlined the place value 1,000, when one of my students mentioned that he noticed that there’s fives going down one column, there’s six going down the second column and there’s sevens going down the third column.
Teacher: I’ll go ahead and underline your 1,000s that you pointed out. They’re all the same on each column. I wonder why. What do you think about that? That pattern that _____ noticed, Jason?
Student: Well I said ….Omar said ….
Student: I said we’re counting by 200 so we have to take five times to get all the way to 6,000.
Teacher: So Omar said we’re counting by 200s so you have to take that five times to get to ….to get to 6,000? Did you say 6,000? OK. Agree, disagree, add on? Anike?
Student: I agree with Omar because if you do plus 200 five times, well four times and you get to 5,800 and then you add one more you’ll get the next thousand. So if you do that a whole bunch of times ….Like if you do it four times you’ll get to 8,800.
Teacher: So how many 200s does it take us to get to 1,000? Think. How many 200s did it take us to get to a thousand more. Share.
Students: Five
Teacher: Because five jumps of 200. Nice job. And before we finish I want you to count by 200s. Because we said it took five 200s to get to 1,000 we’re going to count by 200s on one hand to see what we land on. Ready? Begin.
Students: 200, 400, 600, 800, 1,000.
Teacher: So think about what you just did. Would we land on 10,000 if we kept counting? Think. Share.
Students: Yes
Teacher: Nice job. Why would we land on 10,000? I’m not going to let you get away with that. Why would we land on 10,000, can you add on to that?
Student: We’re going to land on 10,000 because we’re counting by 200s, and 200s always gets us to the next thousand. So for example if we’re on 9,800, the next number will be 10,000 because we’re counting each time 200s, we’re adding 200 each time. So that’s how we’re going to get to 10,000.
Teacher: Nice job. You guys did awesome
I feel like they really enjoy choral counting because they feel successful. They’re not counting just to be counting, they’re counting and they’re understanding place value, they’re understanding patterns, and then they’re able to share those patterns with their classmates, and then they can share it in different ways with the whole group.
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23 Comments
Nikki Jones Apr 27, 2022 5:59pm
The parts of instruction are important to capture the variation in learning. Based on 3 types of learners being visual, audiotory and kinestic, the illustriation provides a method to enhance learning. The teacher begins with one color to demonstrate the pattern. Next color is to highlight how the number grows as they move along. Final color provides view to the last point of learning. So, the lesson provides 3 levels of learning and the colors create pattern of learning.This method is great for the student who may daydream. The student can come back and connect with 1 of 3 learning in the lesson. Purpose to the questions is to reference what the students learn. Also, to see other methods that can be applied in the future. Overview is important to ensure understanding before the teacher moves on to other methodology.
Kathleen Marquis Apr 21, 2019 7:52am
This article began by asking is a fraction a number why does this picture not include fractions? or choral counting with fractions? I wonder what this would look like if we extended the articles thoughts about developing fractions as a part of a natural number line... This is the second article I've read that does not incorporate an articles ideas or development into examples or exemplars.
Penny Kidd Aug 3, 2016 7:55am
Kelsey Fatland Aug 8, 2015 6:33pm
BreAnna Schafer Jun 23, 2015 7:03pm