Subitising dice patterns

So what's the mathematics we'll be working on today?

We'll be practicing as subitising of dice patterns and matching numerals to quantities. So as mathematicians, it's really important that we learn that we can represent ideas in lots of different ways, like we can use symbols and diagrams, words and gestures, and it's really important that we're able to make meaning from and use all of these different ways of communicating mathematical ideas. So let's get going.

Hello mathematicians, I hope you're having a glorious day today. Today we wanted to play around with some subitising again and also start playing around with some of these numerals. And so I have some numerals here, will you read them with me?

Excellent, thank you. So what numeral is this? Five. What about this one? One. What about this? Four. What about this? Three. What about this? Six and what about I think the one I'm missing, is this? Two. Ok, so I'm going to show you some patterns today that I think you might be familiar with and I'd like you to have a look at them and then tell me how many dots you think you see and then I'd like you to think about which numeral represents that quantity. So let's get started and then we'll explain as we go along.

Alright, little mathematicians, eyeballs ready. This is going to be quick because we're subitising. Here we go. How many dots did you see?

Would you like to see it again, your eyes weren't ready? Ready. Here you go.

Did you see one? Yes, I saw one too. Now can you point to the numeral that tells us the number one?

That's right, this is one. Our dot here shows one and this is how we write the numeral one.

Let's see what else we have. Are you ready? Eyeballs ready mathematicians.

How many dots did you see that time?

Would you like to see it again, ready?

How many did you see?

Yes, three. And which of these numerals shows us the number three?

Or represents the quantity three? Can you point to it? Did you point to to this one? Yes, that's three. Here I have three dots and this is the numeral three that represents that quantity. Ok, let's have a look at another one.

What about this one? Are you ready? Ok. How many dots did you see?

Yes, it was two and can you point to the numeral? Yes, this is two. Here we have two dots and it looks like a dice pattern and this is the numeral two. This is how we would write it. Ok. Let's see what else we have. Are you ready?

What about this one? How many dots did you see? Four. Yes, and which numeral represents four? Yes, this one. So here we have four dots and here we have the numeral that represents four.

Nice spotting little mathematicians. Ok, let's go with, this one. Are you ready? Ok. What did you see? Yes, I can hear you. Six, and which numeral represents six? Yes, this one here. So there we have six dots, look two, four, six or one, three and another three which is six altogether. And here we have the numeral six.

And that's how we record that quantity using symbols.

I think I have one more for you. little mathematicians. Are you ready? Ok, here we go. How many dots did you see? Five. And yes, this is the numeral for five. Here we have five dots. And look, it looks like, a four with the one in the middle, doesn't it? Because five is one more than four. And the numeral for five. It's this one, isn't it?

Actually, maybe I'm going to get out all my cards again and you can help me match them. So you said this one was five. So use our numeral for five. And here's three. Can you point to the three dots for me? Can you see it there?

Yeah, there's three, so I'll put my numeral for three on my dot pattern for three. And what. I'll move these around so they're not quite so jumbled? Oh, ok, I can hear you. Yes, this is one. Let's move these guys out of the way. These ones are ready. Now where would I find this many? Yes, there it is two. Join those together 'cause they represent the same quantity.

And what about, where will I find the representation that shows me this many? Yeah, this one here, looks like a square, doesn't it? Four. 'Cause a square has four corners, one, I'll show you. One, two, three, four and it has four sides. One, two,three, four. So here's the numeral four to represent four, and the last one. That's right it's six. Do it like this so it looks like a dice. And now let's read them all together. Are you ready?

Five. I know I tricked you. Six. Two. Three. Four. One. Now at the moment they're all jumbled up. I wonder if you can point to them in order of counting from the smallest to the biggest. You have to go and I'm going to listen.

Oh, it's tricky when they're out of order, isn't it? But you did some really good thinking, so one. two, three, four, five, six. Let's try backwards. So we're going to start from the biggest number and count backwards. That's right, we would start with six. Six. Five. Four. Three. Two. One.

And you're right mathematicians. It would be easier if we put it in order. Let's try that, from the biggest to smallest. So I have six. That's my biggest number. Then five is my next biggest number. Next smallest number. What comes next as I'm counting backwards? Yeah four and then what would come next as I count backwards? Three. And what comes before three? Two. And lucky last would be? One.

Nice work mathematicians.