What Counts As...

Individual work

• The teacher assigns one or more cards to the student. The student looks at the concept on the card, decides what they think counts and what doesn’t, and explains where they draw the line.
• The teacher can model an answer before the activity. For example: "Being rich. For me, being rich means having enough money to live comfortably without worrying about expenses.”
• Encourage the student to give 2–3 examples of what would and wouldn’t count and explain their reasoning.

Pair/group work (including breakout rooms)

• The teacher assigns one or more cards to each pair or group.
• One student looks at the concept and explains where they would draw the line.
• The other students say whether they agree and share where they would draw the line.
• Students take turns giving their answers, comparing where they draw the line, and discussing any grey areas before moving on to the next card.

Extra ideas

• Students choose the concept that was hardest to define and explain why.
• Students try to agree on a shared definition for each concept.
• Students think of a borderline example and ask the others: “Does this count?”
• Students rank the concepts from easiest to hardest to define and compare their rankings.
• After discussing a card, students try to write a one-sentence definition that everyone in the group can agree on.