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Learning the Progress of Counting and Developing Beginning Number Sense Sequence
Subitization
In an effort to continue learning the progress of counting and developing beginning number sense sequence, I will discuss subitizing. Subitization means “instantly seeing how many.” Seeing numbers in patterns and pictorial form is the foundation of strong number sense. Subsidization is the root of the ability to see patterns, visualize numbers, understand the relationships between numbers, support operational fluency, and add and subtract mentally, all which are essential math skills. There are two forms of subitization:
Perceptual Subitizing
Perceptual Subitizing
Perceptual subitizing is the ability to see two or three objects and immediately know the number. Students cam subitize small groups of objects, typically up to 5, and state the number. This is an important first step! As I mentioned last week, this skill is often exhibited in children who recognize the number on a die, such as four or five. If your kiddo struggles with perceptual subitizing, you can use flashcards to model different representations of groups up to 5.
To build perceptual subitizing, you want to give students a lot of exposure to visual stimuli, such as patterns for three, four, and five or ten frames.
Conceptual Subitizing
Conceptual Subitizing
Conceptual Subitizing is the ability not only to recognize a subgroup but also to recognize multiple subgroups and combine the subgroups together. Such as two dots plus two dots equals four dots. Another example is seeing two fours, on an eight domino. Children at first may only be able to subitize small numbers, but in time, they will be able to apply this knowledge to larger numbers and more abstract concepts.
Activities to Develop Subitization:
Activities to Develop Subitization:
Quick Image Array Game
Materials: Subitizations cards, a group of similar objects (rocks, bears, etc.), or dominoes.
Quickly show the child a group of (3 bears) or a subitization card (3 fingers) and then cover it up. See if they can tell you the number of objects. After they answer, count the objects to prove or disprove their answer. As they improve, you can add two groups of objects. Let's say you have a group of 3 bears and a group of 2 bears. Flash the object and see if they can tell you how many bears in all. Again, make sure you count the objects after.
Matching Game
You can also create several cards that have the same number but with different patterns. Then have students match numbers that are the same but in different patterns.
Which is Different
Same as above, but add a card that does not belong. Let's say you have 3 different representations of 2, add a card 3 card to see if they can identify the one that doesn’t belong in the group.
Catch Me if you Can
Give each child a set of cards, one to ten in different patterns and have them spread them out on a desk or table. Then call out a number and see if they find the number quickly. You can time them to see if they can beat their previous time. This kills two birds with one stone because this helps develops a sense of time.
Ten Frames and Conceptualizing Addition
At first, place only the objects on the top row of the frame to see if the student can tell you the number. Then count the number to make sure it is correct. After they master 5, add the objects to the bottom frame. This also begins to develop the combination of ten, which I will explain in a different post.
For more cool ideas, visit Teachstarter
What is and Why is One-to-One Correspondence Important?
What is and Why is One-to-One Correspondence Important?
One-to-one correspondence is the ability to match an object to a corresponding number and recognize that the number has a value. Often young children count 1,2,3 but do not make the connection from the word number "five" to the number of objects in a given set . Developing one-to-one correspondence is extremely important.
Simply put, one-to-one correspondence is the most fundamental skill needed to do math. Without one-to-one correspondence, students will struggle in all areas of math. (see video below for more detail)
How to Teach One-to-One Correspondence
How to Teach One-to-One Correspondence
Here are some simple ways you can help support the development of one-to-one correspondence skills in your classroom or at home:
Count together with children as often as possible.
Move each object from one side to another as you say each number word aloud.
If the object cannot be moved, point or touch the items as you say each number word aloud.
Asking children questions such as, “How will you keep track of the objects you’ve already counted and which ones you haven’t counted?”
Game and Activities that will help develop One-to-One Correspondence:
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