Quick Images

Routine: The teacher will click to display the image. The image will only be shown for 3 seconds. Once the image disappears, students are asked to tell the quantity or draw what they can remember seeing. When the teacher sees that most students have drawn all they can, he/she will click to display the image for three more seconds. Once the image disappears again students will continue drawing. At this time, students can compare drawings and either discuss in pairs or as a whole class how they developed their drawings. The Quick Images routine develops mental imagery, builds vocabulary, improves spatial memory, and teaches students to analyze mental images.

Quick Images is one of the seven high-yield routines discussed in the book by Ann McCoy, Joann Barnett & Emily Combs and published by NCTM. High-Yield Routines promote critical thinking, make connections and/or create discussion with the goal of getting all your students talking about math from the minute they walk into the classroom. The goal of the high-yield routines is to provide all of your students with an entry point to the discussion, problem & solution.

Quick Images can help students to develop understanding of quantity. Being able to conceptualize a number in a variety of ways will help students to use numbers flexibly, which is an important facet of number sense. The teacher briefly shows an image of a quantity (dot images and ten frames are frequently used). Showing the image for a brief amount of time encourages the children to subitize and discourages counting by ones. Students are asked to identify the quantity they saw (How many did you see?) and to describe the image (How did you see it? How did you know it was four?). This routine provides the opportunity for students to practice thinking efficiently about quantities.

Variations:

Build It: After the teacher quickly shows students a ten-frame, students use their own ten-frames and counters to build what they just saw in the same configuration. The routine combines the ability to subitize with spatial reasoning. This is appropriate for Kindergarten students and beginning of the year first grade students.

Teen Numbers/Two Digit Number: The teacher quickly shows students a two-digit number represented via ten-frame cards and then asks them to figure out the number (by determining the total number of dots displayed). For example, the teacher may show three full ten frames and one ten frame with four dots, thus representing the number 34. The routine develops students’ ability to see two-digit numbers as tens and ones. (Standards K.NBT.1, 1.NBT.2, 1.NBT.3, 2.OA.2)

Addition Combinations: This routine can also be adjusted to support students as they work to conceptualize and learn addition combinations, such as making ten, doubles, and ten and some more. For instance, when working on the plus 10 combinations, the teacher might flash a full ten frame and a ten frame showing 8 dots. Students might see 18 as 5 + 5 + 5 + 3=18, 10 + 8 =18, or 20 -2 = 18.

Dot Images

Dot Cards

Ten Frame Cards