What is Choral Counting?
Choral counting can be done as a whole class activity and it involves everyone counting out loud together in unison. This something many Primary teachers do all the time. Choral Counting is known to be a great strategy teachers can use to develop their students counting abilities and overall number sense. In this routine, students hear spoken numbers in their stable order. One of the many reasons love this routine because it is inclusive and students all feel supported because they are not put on the spot if they don't know a number. Typically, I would do choral counts with students when we were learning a new way to count (e.g., by 2's, 3's, 25's) When starting a new count it is important to have the sequence of numbers visually available for your students either on a number line or in a grid (see photos below). Not only do these visual representations assist students in learning how to read/write the numerals, it also provides for a great discussion afterwards. The teacher can ask "What patterns do you see?" You will be surprised how many patterns and relationships your students will notice.
Examples of choral counting
Supporting Website: https://tedd.org/choral-counting/
So...what is the learning?
1. Depending on your students' abilities there are many counts you could try including:
- Forwards and backwards by 2's, 3's, 4's, 5's, 10's, 25's, 100's
- Starting at random numbers beyond one (e.g. start at 7 and count by 5's)
- Counting by fractions (e.g., 1/2, 1/3, 1/10)
- Counting by decimals (0.4, 0.6, 0.8)
- Counting by minutes (e.g., 1:00, 1:05, 1:10)
- Connecting the oral count with the written count.
- Understanding patterns
- Understanding place values
- Sharing with other learners
- Can show that maths could be more creative.
How do I engage my students in Choral Counting?
- To begin, it is important to share the learning intention with the students (e.g., Today we will be counting backwards by 2 starting at 98).
- Next, ask the students to take some thinking time and try to predict the first three numbers I am going to write down and give me a thumbs up when they know. If after several seconds you do not see many thumbs up, you may want to have the students pair and share some ideas.
- Following this, remind the students to stay together with the marker. As the class counts in unison the teacher will record the numbers on the board or on chart paper.
- Part way through it is important to pause. Ask students to take a few moments to see what they are noticing and then have them share this with a friend.
- Ask "Does what you are noticing help you predict the next three numbers?" Ask the students to share their reasoning. Then we continue on with the count.
- After counting the students are asked to look at the chart of numbers - "What patterns do you notice?" Using different coloured markers, record each pattern noticed.
Some other useful notes from PD
- start a number other than 0
- Can count forward or backwards
- Using different colours to show patterns
- Prepare questions to ask - get students thinking
- Give opportunity to talk first - everyone can talk and share first.
- Most of them are ready to be called on
- Students identify multiple patterns
- Agree or disagree and explain. (Construct viable arguments)
- Close the task by repeating the important ideas.
- Students use the identified patterns to make inferences
- Justify conclusions
This is a great idea/source. Thanks for sharing Jade. Have you tried this in your lessons? How'd it go? =)
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