Choral Counting is an invitation; it provides an opportunity for each student to generate important mathematical ideas and for teachers to be curious about their students’ thinking. (Franke, pag.)

I wonder what can be learned from using a number line or ten-frames to shed more light on the patterns naturally found from members of the chorus.

This week, choral counting by starting with 6 and counting by 5s, the learners began adding “because…” to what they noticed. #Awesome

It was said “To move from one row to the next row, you add 30, because 6×5 is 30.” Using the number line shows that to move from 6 to 36 there are 6 hops of 5 or a distance of 30. It is a regularity that repeats.

The next comment was “Each term on the diagonal going from the top left to the bottom right increases by 35 because 7×5 is 35.” Again, the number line shows 7 hops of 5 from 6 to 41, 11 to 46, 41 to 76, and so on.

What tools are within reach of learners as they deepen their numeracy and understanding? What is to be gained when we both author and illustrate mathematical understanding?

Franke, Megan L. Choral Counting & Counting Collections: Transforming the PreK-5 Math Classroom . Stenhouse. Kindle Edition.

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