*Make Math Playful* is an unofficial slogan here at *Talking Math with Your Kids*. An important part of play is that there is not one right answer. Through *Which One Doesn’t Belong, *I showed a way to make geometry playful. Now with *How Many?* I’m working on a way of making counting playful.

The idea has grown out of the TED-Ed video I did a while back, and the more I play with it, the more I see it in the world around me. My goal is to help parents, teachers, and especially children see it too.

Most counting tasks tell you what to count. Whether it’s Sandra Boynton’s adorable board book *Doggies*, or Greg Tang’s more sophisticated *The Grapes of Math*, the authors tell you what to count—or even count it for you.

*How Many?* is a counting book that leaves possibilities open and that seeks to create conversations. Creativity is encouraged. Surprises abound.

The premise is simple. Every page asks *How Many?* but doesn’t specify what to count. Each image has many possibilities.

An example. How many?

Maybe you say two. Two shoes. Or one because there is one pair of shoes, or one shoebox. Maybe you count shoelaces or aglets or eyelets (2, 4, and 20, respectively). The longer you linger, the more possibilities you’ll see.

It’s important to say what you’re counting, and noticing new things to count will lead to new quantities.

Another example. How many?

A few possibilities: 1, 2, 3, 4, 6, 12, 24, 36. What unit is each counting? Maybe you see fractions, too. 2/3, 4/6, 3/4, 1/12….others? What is the whole for each fraction? The number 3 shows up more than once—there are three unsliced pizzas, and there are also three types of pizza. Are there other numbers that count multiple units?

All of this leads to two specific invitations.

**Let me come talk with your students**.

(It turns out my schedule filled very quickly, and I’m no longer seeking new classrooms to visit right now—thanks to everyone for your support!)

~~If you are within an hour of the city of Saint Paul and work with children somewhere in the first through fourth grades, then invite me to come test drive some fun and challenging counting tasks with your students. I have set aside ~~**November 17 and 18** and hope to get into a variety of classrooms on those two days. Get in touch through the About/Contact page on this blog.

**Join the fun on Twitter**.

I’ve been using, and will continue to use and monitor, the hashtag #unitchat, for prompts and discussion of fun and ambiguous counting challenges. Post your thoughts, your own images, the observations of your own children or students, and I’ll do likewise.

*How Many**? A counting book* will be published by Stenhouse late next year.

This is a fantastic idea. I know a lot of K-2 teachers who will want to use these images in their classroom.

I am so incredibly impressed. You set an amazing example of the creative, innovative spirit teachers need to emulate in order for students to thrive in their natural way! I am honored to brag that YOU taught me:)

On Tuesday, November 1, 2016, Talking Math with Your Kids wrote:

> Christopher posted: “Make Math Playful is an unofficial slogan here > at Talking Math with Your Kids. An important part of play is that there is > not one right answer. Through Which One Doesn’t Belong, I showed a way to > make geometry playful. Now with How Many? I’m working on a ” >

You can come to my kindergarten classroom! I teach at Zanewood Elementary in Brooklyn Park, Minnesota.

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I used the pizza How Many image – and had such an in depth conversation on what “whole” means – it was fascinating to hear how students reason whole and if a whole can be partitioned.

Thanks for reporting back,

Catherine! So great to know the pizzas led to meaningful fraction talk. I can’t wait to get this into more teachers’ and children’s hands when the book comes out in late spring/early summer.