support students ability to Students seeing groups in two parts and combining automatically to say the subitize quantities total (when applicable). Example Feedback: Students recognizing whether a group is presented as a whole or in two After the student has parts. Sample Mathematical counted that collection Student demonstrating an understanding of the language of altogether/ Models provide feedback such as; I together by verbally labelling the parts and the total amount. Dice noticed you counted three, Students making connections to mathematical models e.g there is one bird Domino watch carefully I’m going to over there and two birds over here. When I put them together there are Five Frame cover them and then show three altogether. It reminds me of the domino with one on one side and two Double Five Frame them to you quickly. Ready! on the other side. Finger Patterns Teacher quickly shows the Students their fingers to represent the part-whole relationship e.g. Dotted Patterns amount and asks the holding up three using two hands- 2 on one hand and 1 on the other. Rekenrek students did you Example of Conflict: “What Sharing a statement that is see?” Again if the students I spied with my little eye a group of 4 chicks! wants to count allow and incorrect. As a teacher stick to what you said, eventually students will start to repeat the flash adding diasgree and explain where the mistake has been made. feedback such as- I wonder Example of Dilemma: would it be quicker to just I spied with my little eye a group of 3 chicks. That’s really strange! There is see and say the amount. supposed to be 5. Hmm I wonder what’s going on. Teacher may also Connection to Mathematical Models: counting e.g. 1,2,3 there are What would it look like on your fingers? three. Watch three! I can Which domino/ five frame/ finger/ dice/ dot pattern does it remind you of? cover them and then see Example of Books: them and just say three.
support students ability to subitize quantities Example Feedback: After the student has counted that collection provide feedback such as; I noticed you counted three, watch carefully I’m going to cover them and then show them to you quickly. Ready! Teacher quickly shows the amount and asks the students “What did you see?” Again if the students wants to count allow and repeat the flash adding feedback such as- I wonder would it be quicker to just see and say the amount. Teacher may also counting e.g. 1,2,3 there are three. Watch three! I can cover them and then see them and just say three. Students seeing groups in two parts and combining automatically to say the total (when applicable). Students recognizing whether a group is presented as a whole or in two parts. Student demonstrating an understanding of the language of altogether/ together by verbally labelling the parts and the total amount. Students making connections to mathematical models e.g there is one bird over there and two birds over here. When I put them together there are three altogether. It reminds me of the domino with one on one side and two on the other side. Students their fingers to represent the part-whole relationship e.g. holding up three using two hands- 2 on one hand and 1 on the other. Example of Conflict: I spied with my little eye a group of 4 chicks! Sharing a statement that is incorrect. As a teacher stick to what you said, eventually students will start to diasgree and explain where the mistake has been made. Example of Dilemma: I spied with my little eye a group of 3 chicks. That’s really strange! There is supposed to be 5. Hmm I wonder what’s going on. Connection to Mathematical Models: What would it look like on your fingers? Which domino/ five frame/ finger/ dice/ dot pattern does it remind you of? Example of Books: Sample Mathematical Models Dice Domino Five Frame Double Five Frame Finger Patterns Dotted Patterns Rekenrek