# Is It a Submarine-No It Is Subitizing! Supports Count, Collect, Compare Sample Unit

- Math

- K
- 1

**Grade Level Expectations:**

Math › Kindergarten › Whole numbers can be used to name, count, represent, and order quantity |

Math › First Grade › The whole number system describes place value relationships within and beyond 100 and forms the foundation for efficient algorithms |

How many ways can you represent a quantity or a group of objects?

What is the best way to represent a quantity?

What is the most efficient way to count a set of objects? Count by ones, twos, fives or tens?

Can you explain how you know? 2 less than 10, therefore, it must be eight….

• Students will be able to SUBITIZE a given set of objects- the ability to quickly identify a particular quantity of items without counting by ones. This can be achieved by sight (knowing the pattern of a number on the 10-frame) or by skip counting with 2s or 5s. It can also be achieved by knowing a number is a particular quantity less than ten. For example: 1 empty space on a 10-frame is 9. • Students will demonstrate immediate knowledge of number quantity of a given set of objects when presented with 10 frames or dice cards. • Students will be able to quickly identify a quantity of a set of objects up to 20. They will understand that a particular set of objects has a value and be able to represent that value using its corresponding digit. • Students will use multiple strategies to identify the quantity. • They will transfer this concrete application of number composition to the more conceptual representation of writing number sentences.

Composing number value and quantityefficiently and quickly.

Demonstrate ability to explain reasoning and methods used.

5 and 10 frames for students. Large 5 and 10 frames for document camera or graphics within a power point.

Prepare a supply of 5 and 10 frame cards and dice cards.

- Practice subitizing –the ability to quickly identify a particular quantity of items without counting by ones. This can be achieved by sight (knowing the pattern of a number on the 10-frame) or by skip counting with 2s or 5s. It can also be achieved by knowing a number is a particular quantity less than ten. For example: 1 empty space on a 10-frame is 9.
- Use 5 frames to solidify number to 5, then progress to 10 frame cards.
- Begin with 10-frame cards to encourage proficiency with subitizing. Have students identify how many dots they see and explain how they ‘know’ without counting by ones.
- Ask students to identify the number of dots on the 10 frame cards and how many more to make 10.
- Flash a 10-frame card and ask students to
- Compare the different ways each student successfully composed the number.
- Ask students to explain how they composed the number.
- Identify different strategies used by different students. Some examples: counting by twos or fives and then adding ones, counting doubles, knowing what 10 is on the 10 frame and able to explain that two less must be eight. Accept any reasonable explanation and encourage higher levels of thought and vocabulary within explanations.
- Encourage approximations of effort within struggling students.
- Use dice patterns as well to increase student ability to quickly identify number quantity.

- Students will quickly identify a particular quantity of items without counting by ones. This can be achieved by sight (knowing the pattern of a number on the 10-frame) or by skip counting with 2s or 5s. It can also be achieved by knowing a number is a particular quantity less than ten. For example: 1 empty space on a 10-frame is 9.
- They will be able to explain their reasoning regarding why and how they know a particular 10-frame is the identified quantity.
- Students will transfer this concrete application of number composition to the more conceptual representation of writing number sentences.

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