(Print) Use this randomly generated list as your call list when playing the game. There is no need to say the BINGO column name. Place some kind of mark (like an X, a checkmark, a dot, tally mark, etc) on each cell as you announce it, to keep track. You can also cut out each item, place them in a bag and pull words from the bag.
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Could you do a counting collection to teach volume? If so, what are your ideas?
Could you do a counting collection to teach angles? If so, what are your ideas?
Why is it beneficial to have students count in pairs or groups of threes.
What do I want to pay attention to as I observe students?
What do I want to pay attention to as I observe students?
What's the difference between an assessing question versus advancing questions?
In what ways can you use collections to create equal groups or arrays?
What management strategies do you want to remember?
What is your biggest take-away from this session?
What's the difference between an assessing question versus advancing questions?
What materials do you already have in your classroom that you could use as a fraction collection?
What household items come in arrays?
If a student has correctly found the value of their collection, what will be your next steps?
Which area of extending collections are you most confident in?
What is an idea you have utilizing counting collections to extend the concept of elapsed time.
I'm still wondering about...
I will implement ______ tomorrow.
What management strategies do you want to remember?
What are your thoughts about bundled collections? How would you use them?
What are some questions you still have?
I'm still wondering about...
How can you utilize counting collections using
measurement
standards?
What math can you bring out by doing reverse collections in your grade level?
How can you share and discuss today’s learning with your colleagues or team?
