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I've been working with my firsties on composing and decomposing the numbers 3, 4, and 5. Last week, I used number bond cards and manipulatives-linking cubes and -to introduce the idea of number bonds. Read more about that . Over the weekend, I finished up a set of cards showing pictorial representations for numbers bonds, and this week we're using those cards to further develop the idea of the relationships between the numbers in number bonds. I wanted to give you an idea of how I plan to develop the concept throughout the week.

Monday

I showed the students a number bond card and we went over the meaning of the whole and parts. I reminded them they had built number bonds using ten-frames and linking cubes last week. I then showed the students a picture card that matched the number bond card and asked them to explain why the picture card matched the number bond card ( There are 4 cubes. Three are purple and one is red.).I handed out the mats we will be using the rest of the week. I have them laminated, and the students use wipe-off markers to show their work.

Working together, I modeled how they will use the mat to describe the picture cards. It took a LOT of modeling, and word choice is very important. I constantly repeated, and had the kiddos repeat, the meaning of each part of the number bond. My whole is four, because I have four cubes. Part of the cubes are purple and part of the cubes are red. The purple part is 3 cubes and the red part is 1 cube. Together, the parts make 4 cubes.

Then we wrote the equations. We wrote equations last week, but I can tell this is something the students will need lots of practice with. We discussed that for the addition equations, we are joining the parts together to make the whole ( One red cube plus 3 purple cubes equals 4 cubes). As we wrote the subtraction equations, I referred to the picture card, covering the part we were taking away ( If I have 4 cubes and I take away the red cube, I have 3 purple cubes left...4 minus 1 equals 3). We practiced several of these together.

Tuesday

We're going back to concrete learning on Tuesday, but this time the students will use cards that show the parts, but not the whole, and they will use teddy bear counters to find the whole. They will still use the mats to show the equations.

Wednesday

Today's activity will be similar to Tuesday's, but students will use ten-frames and counters instead of teddy bear counters. It's good for them to see a variety of representations.

Thursday

Thursday I will introduce the missing part number bond cards. After discussing the card, I will show students three pictorial cards, only one of which matches the number bond card. Their job will be to decide which picture card matches the number bond card and explain why. They will also find the missing part.

Friday

To finish out the week, I want to do a little assessment to see what direction I need to take next week. I'm going to use the recording sheet shown below and have the students work independently to describe four different pictorial cards.

You can grab the number bond cards and the pictorial cards .I'd love to read your comments about how you develop part/whole thinking in your classroom!

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Developing Part/Whole Thinking - Math Coach's Corner

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I've been working with my firsties on composing and decomposing the numbers 3, 4, and 5. Last week, I used number bond cards and manipulatives-linking cubes and -to introduce the idea of number bonds. Read more about that .

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is the ability to recognise a whole quantity as the result of recognising smaller quantities. Sayers and others (2016) suggest that Conceptual subitising conceptual subitising may lead to the later development of arithmetic as it leads to decomposition or partitioning of numbers, the commutativity of addition, and part-whole knowledge. Sayers article is below and is an interesting and easy read.

Conceptual subitising builds upon the ability to subitise perceptually. The previous post explains perceptual subitising and provides activities to support students.

Once children are competent with perceptual subitising they should be gradually introduced to conceptual subitising by adding 1 or 2 more to a standard pattern, as on a die.

Maths Coach's Corner blog about Subitizing: Moving from Perceptual to Conceptual here.

What Does the Research Tells Us?

The Role Of Conceptual Subitising in the Development of Foundational Number Sense by Judy Sayers, Paul Andrews, and Lisa Björklund Boistrup, Stockholm University (2016)

Subitising Through the Years by Valerie Faulkner, North Carolina State University, USA and Jennifer Ainslie, Wake County Public Schools, USA (2017)

Early Spatial Thinking and the Development of Number Sense by Janette Bobis, Australian Primary Mathematics Classroom 13 (1) 2008

Different Ways to Subitise

Video from CE Kindergarten talks about subitising using dot patterns (familiar and unfamiliar), tens frames and Rekenreks.

Using Number Talks to Teach Addition and Subtraction

Not sure what a Number Talk is? The Brown Bag Teacher provides a quick explanation here.

Quick Images from the Teaching Channel
Video of a Number Talk by Jo Boaler
Activities for Conceptual Subitising

John Van de Walle talks about subitising in his book Teaching Student-Centered Mathematics: Grades K-3. He provides blackline masters of dot patterns that can be used with your students. for the blackline masters. Maths Coach's Corner has enlarged versions of Van de Walle's cards so they would be easier to use, and you can grab them .

Find It - Add and Count from Mathematical Thinking

Find It - Bingo from Mathematical Thinking

Subitising Freebie from Natalie Lee Kindergarten

Dog House Dots from A Blog from the Pond

Early Years Focus: 10 Subitising Activities by James A. Russo (Monash University, Melbourne)

Domino Maths Games from Fun Games 4 Learning

' Gone Dotty ' Dominoes - a non-standard version of dominoes

Teacher Mama: FREE Subitizing Dot Cards {After School Linky}

Conceptual Subitising Flash Cards on the Whiteboard

Interactive Whiteboard Resources

Illuminations offers interactive resources for both five and ten frames. Students can use these to answer 'How Many?, Build, Fill and Add.'

iPad Apps (These are great resources but, unfortunately, not free)

Subitising Flash Cards from Little Monkeys

Subitize Tree from Doodle Smith Ink

Quick Images 11 from Tom Patten

Number Flash from Mitchell Mark

Conceptual subitising is one of the most important foundational maths skills children need to support them in developing mental images for addition and subtraction. Its development assists students in moving away from 'counting on' and 'counting back' and from using their fingers as support.

It's important children receive lots of repetition and visualising it in different ways. For students who are having difficulty, stick to the traditional arrangements, gradually introducing non-traditional and ensuring the new arrangements are explicitly taught.

There are lots of resources out there. Fortunately all the resources, except for the iPad apps, are free!!

Until next time,

Carole

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Subitising - Moving from Perceptual to Conceptual - Maths 4 All

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Conceptual subitising involves recognising a whole quantity as the result of recognising smaller quantities using perceptual subitising. Research sugests it supports the later development of arithmetic.

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Videos

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Subitizing, or the ability to recognize the total number of objects without counting, is a foundational math skill that young learners need to master. When introducing subitizing, math videos are a great way to get students familiar with and excited about learning more.

The Subitizing Song Version 1 (5:13)

This music video briefly explains what subitizing is at the beginning. Then, the catchy upbeat song helps students practice the skill using: random dot patterns, ten-frame patterns, and finger patterns from 0 to 10. (Bonus: There are two versions of this song, one that pronounces the word SOO-bitize, and a second version that pronounces it SUH-bitize)

The Subitizing Song Version 2 (5:13)

This video is version 2 of the Subitizing song with the same melody and beat as Version 1. But, in this video, we practice up to 12 using tally marks, dice patterns, and cube trains.

Turkey Count & Subitize Song (5:05)

This video is perfect if you are teaching subitizing around fall or Thanksgiving. In this video, students practice counting a growing number of turkeys as they follow along with a goofy Thanksgiving song!

Reindeer Subitization - A Christmas Math Song! (4:02)

Looking for some holiday-themed subitizing practice? In this video, Santa needs to find the right number of batteries to get Rudolph's nose to glow. Subitization practice comes with identifying the different amounts of batteries. Set to the tune of "Rudolph the Red-Nosed Reindeer" this video is fun, catchy, and a great review!

Subitize with a Pirate (Pirate Math Song for Kids) (4:00)

This pirate-themed music video is fun and a great practice video that utilizes grouping, tally marks, and ten-frames to practice subitizing. Students have about 4 seconds to shout out the answer, so "think fast or walk the plank!"

Subitising (2:30)

This video is great fast-paced practice for practicing subitizing using the numbers on a dice. Easy-going background music accompanies the number values as the answers are quickly revealed. For practice with numbers 1-10!

Subitize Practice w/Tally Marks 1-20 (1:39)

This video is great to bring out when you are teaching subitizing OR tally marks. This video is fast-paced with fun, old-school background music that allows students 4-5 seconds to see the tally marks and shout out the number!

Apple Subitizing Video SLOW VERSION (2:20)

Apples galore in this fun video! This is a great quick video for students to practice their subitizing skills by identifying numbers in ten-frames, an apple tree, and apple cores (in the patterns of tally marks). Fun background music accompanies this easy classroom review video!

Subitize Rock | Math Song for Kids | Jack Hartmann (5:22)

Here is just one of many subitizing music videos that Jack Hartmann has created for teachers and students! In this video, students get the chance to practice recognizing number values quickly using dots, ten-frames, and fingers. The upbeat music helps keep students on track and shouting out the numbers as quickly as they can!

Subitize Super Fast | Subitize to 10 | Jack Hartmann (3:16)

This is great practice for students who have gotten the hang of subitizing and need a fast challenge with quick answers. Jack Hartmann challenges students to just say the number without counting before the answer pops up! This video includes practice with dots, ten-frames, and fingers.

More Helpful Resources

More Math Videos

Need some more teacher-approved videos to add to your instruction? Take a look at the list below.

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Subitizing, or the ability to recognize the total number of objects without counting, is a foundational math skill that young learners need to master. When introducing subitizing, math videos are a great way to get students familiar with and excited about learning more. This music video briefly explains what subitizing is at the beginning.