An example of a Counting Pockets Number Story with three sprites one of which has 13 pockets and one of which has eight pockets. The third sprite asks,


Students work with partners or individually. They use their “Counting Pockets Math Master p. 157” shown on p. 534 to illustrate their number story using Scratch.


Programing Skills with Scratch:

  • Open, name, and save a new Scratch project
  • Delete, add, shrink, and move sprites on the stage
  • Add and use different backdrops
  • Test partial scripts to verify they work as expected
  • Scratch blocks used: (When this sprite clicked, switch backdrop to, say)


  1. Review the completed “Counting Pockets worksheet p. 157” shown on page 534.
  2. Open and discuss the "How Many Pockets?" Scratch Activity
  3. Open a new Scratch project and review all the steps used to create three new backdrops and three new A screenshot of the sprites. The steps are:
    1. Delete the cat by right clicking the cat sprite shown below the stage. Select delete.
    2. Click the head icon next to New sprite. Double click a sprite. Repeat for 2 more sprites.A screenshot of the backdrop from the library button (first one from the left) under the
    3. Click the picture icon under New backdrop. Double click a backdrop. Repeat for 2 more backdrops.
    4. If the sprites are too large, shrink them by clicking on the arrows above the stage, and then click the sprite you want to shrink. You can click and drag a sprite to move it anywhere on the stage.A screenshot showing that the shrink button is located between the grow and block help buttons.

  1. Decide if you want your students to work with partners or alone.A screenshot of scratch code showing an example of how to connect a
  2. Go through the blocks used to create the script for the first sprite, Paul, with students. As the teacher links the Scratch blocks in the script area for Paul, students glue the blocks on their worksheet next to Paul. Point out the drop down menu.
  3. Test this script. Remind students they should always test their scripts as they create each part to verify that they work as expected.
  4. Allow time for students to cut apart and glue the Scratch Blocks needed for the other two sprites on their worksheet, Three Sprites Worksheet. As they finish, let partners open a new Scratch and illustrate one of their Counting Pockets stories together. Show students how to name and save their projects.
  5. If time allows, let students illustrate their partner’s story.
  6. Allow time for students to share their stories with others. (allow 10 — 15 minutes)

Extensions: (Allow 20 — 30 minutes)

Let students use Scratch to create and illustrate their own Double Digit Addition problem.

Optional Unplugged Activity:

Common Core:

2MD.10, 2NBT.5, 2OA.1, 2MD.5, 2NBT.7

CT/CS Standards:

CS—Debugging, Conditionals, Decomposition, Pattern Recognition
CT—L1:3.CT.1&2, L1:3.L.1&2, L1:3.CPP.4, L1:3.CD.1, L1:3.CI.1&2

Champaign Unit 4 School DistrictKenwood Elementary School: bright stars, bright futures
College of Education at IllinoisUChicago STEM EducationNSF
These lessons were written by Judy Rocke based on lessons developed at Kenwood Elementary School in the Champaign Unit 4 school district. Funding was provided by the National Science Foundation under award number 1542828. These lessons are intended to be used alongside the EM-4 curriculum.

Lessons prepared as web documents in Summer 2017. Contact us for updated lesson plan materials.