Second Grade - Pearson Assessments
CFISD Kindergarten Math
Subitize 1 to 5
| |Teacher Notes/TEKS/Overview |Page # |
|Unit Title |Subitize 1 to 5 | |
| | | |
| |Teacher Notes: | |
| |Subitize #4 |p. 2 |
| |Subitize #5 |p. 4 |
| |Subitizing 1-5 |p. 6 |
| |Read, Make, and Write 4 & 5 |p. 8 |
| |Make and Write Numbers 1-5 |p. 9 |
| |Subitize 1-5 |p. 10 |
| |Numbers 1-5 |p. 11-12 |
| |Subitizing Review |p. 13 |
| |Compose/Decompose Review |p. 14 |
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| | | |
| | | |
| | | |
| | | |
|TEKS |K.2D recognize instantly the quantity of a small group of objects in organized and random | |
| |arrangements | |
| | | |
| | | |
| |K.2B Read, write and represent whole numbers from 0 to at least 20 with and without objects or | |
| |pictures. | |
| | | |
|Vocabulary |Subitize one, two, three, four, five, number, how many | |
|Tips for Teachers |View: YOUTUBE VIDEO-Amazing Math! Subitize Me! Trailer 1 | |
| | | |
| | | |
| |Number chants: | |
| | | |
| |Down and over, | |
| |Down once more. | |
| |That's the way | |
| |To make a four. | |
| | | |
| |Put on a hat. | |
| |Then take a dive. | |
| |Make a big, round tummy. | |
| |Now that’s a five. | |
Kindergarten Teacher Notes
Subitizing Numbers 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements
Subitize #4
Materials:
Number Focus Chart (see Resources)
Crayon, marker, other random objects
Magnets
Index cards with dots on them
Dice
White boards/ dry erase markers
Instruction:
Today we will be talking about the number 4. Hold up four fingers. We are going to look at all the different ways we can show 4.
Let’s look at the Number Focus Chart and write what we know about the number Four.
The teacher will fill out the Number Focus Chart with the class. The teacher can choose to use the sheet, copy it onto a poster board, put it in a pocket chart, etc. Class sets of this page are not needed.
Show the students four crayons. Ask them how many crayons they see. Then ask them how they know. Hold up four markers. Ask the students how many markers they see and how they know. Do the same with other objects in the classroom. (Lego, pencil, paper, blocks, etc.)
Once the students comprehend that, tell them that even though you changed the object you were holding, you still made the same number every time. When you look at something and know how many there are without counting, it is called subitizing.
Write the numeral 4 on the board. Model the correct formation. Also, write the word four on the white board so that the children are making a connection between the quantity, the numeral and the word.
Teach children the chant for forming the numeral four. Have children practice forming the numeral 4 on white boards.
Down and over,
Down once more.
That's the way
To make a four.
Let’s practice subitizing some more! Draw a rectangle on the white board and have a few students come up and place four magnets within the rectangle (anywhere they want). As they place the magnet within the rectangle, talk with the students about how no matter where it is in the rectangle, it makes 4 just like when we held up four crayons.
Show the students the subitizing flash cards and ask them how many dots there are and how they know.
Practice:
Now that you are experts on the number four, we will begin our math rotations. When you meet with me, you will come to my table to play a game where you will show me how much you’ve learned today.
You may continue to have your students work in Math tubs or consider another option:
Group #1: Work at tables on an Independent activity such as writing the numerals 1-4 on whiteboards or traceable pages in sheet protectors.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: Teacher-directed Small group activity - Students roll one die and tell you whether the number they rolled is four or “not four”. Then have them explain how they know.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements
Subitize #5
Materials:
• Number Focus Chart (see Resources)
Pencils, glue bottles or other objects
Magnets or Bingo dots
Index cards with dots on them
Counters or small manipulatives
White boards
Instruction:
Yesterday we worked on subitizing the number four. Who can remind me what subitize means? Who can show me one way to show four? Have a few students come up, show and explain how they made the number 4. Now that we know the number four, I want to add one more. How many do I have now?
Today we will be talking about the number 5. Hold up 5 fingers. We are going to look at all the different ways to show five.
Let’s take out our Number Focus Chart and write what we know about the number five.
Tell the students to raise their hand. Ask them how many fingers they have on one hand and how they know that they have 5 fingers. Then pull out five pencils in one hand and ask the kids how many pencils they see and how they know. Then pull out 5 other objects. Hold one in each hand and ask the students how many they see and how they know. Remind the students that no matter how many different ways it is shown, 5 will always look the same. That’s called subitizing!
Write the numeral 5 on the board. Model the correct formation. Teach children the chant for forming the numeral five. Children will practice numeral formation. Also, write the word five on the white board so that the children are making a connection between the quantity, the numeral and the word.
Put on a hat.
Then take a dive.
Make a big, round tummy.
Now that’s a five.
Let’s practice subitizing some more! Draw a rectangle on the white board and have a few students come up and place 5 magnets within the rectangle (anywhere they want). As they place the magnets within the rectangle, talk with the students about how no matter where they are in the rectangle, it makes 5 just like when we held up the 5 pencils.
Show the students the subitizing flash cards and ask them how many dots there are and how they know.
Practice:
Now that you are experts on the number five, we will begin our math rotations. When you meet with me, you will come to my table to play a game where you will show me how much you’ve learned today.
You may continue to have your students work in Math tubs or consider another option:
Group #1: Work at tables on an Independent activity such as writing the numerals 1-4 on whiteboards or traceable pages in sheet protectors.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: Teacher-directed Small group activity – Place 5 counters or other small manipulative in front of each student. Call out a number 1-5 and have the students practice picking up that number with one hand at one time.
Remember, many of the teacher-directed activities may be put into rotation for students to practice with partners or small groups.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements
Subitize 1-5
Materials:
Index cards to make pinch cards (one for each student)
Magnets and magnetic board (for small group time)
White boards/dry erase markers
Instruction:
Yesterday we worked on subitizing the number 5. Who can remind me what subitize means? Who can show me one way to show five? Have a few students come up, show and explain how they made the number 5.
Today you are going to show me how quickly you subitize the numbers 1, 2, 3, 4 and 5.
Pass out one index card to each student. Have them write numbers 1, 2, 3, 4 & 5 in a column down the middle of the cards.
This card is called a pinch card. In a minute I am going to show you a number of dots to subitize on my magnetic tray. When you know the answer pinch your card next to the number of dots you see. Let’s do a few together.
Today when you meet with me, we are going to practice seeing a group of objects and knowing the number, which is subitizing!
Practice:
Group #1: Work at tables on an Independent activity such as writing the numerals 1-5 on whiteboards or traceable pages in sheet protectors.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: Teacher-directed Small group activity-
Place either 1, 2, 3, 4, or 5 magnets on the magnetic board (hide it from the students as you place them on there). Turn the board around to the students for about 3 seconds. Have the students in the group show with their fingers how many magnets they see. Pick one student to tell you how many they see and how they know. When you flash a quantity have students write down that number. Help students who struggle with number formation by repeating the number chants. Record observations in Monitoring Notebook.
Kindergarten Teacher Notes
Subitize1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements.
K.2B Read, write and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Read, Make, and Write 4 & 5
Materials:
Snap cubes or unifix cubes
Number cards (see resources)
Index cards OR Manila paper cut into cards
Writing utensil per child (crayon, pencil, etc.)
Sheet or large piece of paper
Blue and white construction paper
Hands on Standards p. 19
Instruction:
We have learned a lot about numbers, so let’s look at the numbers we have talked about.
The teacher will show the students the number cards that show the numeral and the dots.
Have the students tell you the number they see and ask them how did you know? Some students might say they saw the number or counted the dots. Tell them to show you with their fingers.
When we know a number we can say it, but we also need to know how to write it.
Review number formation chants for 4 and 5.
Today when you meet with me at my table, we are going to practice reading, making, and writing the numbers 4 and 5.
Practice:
Group #1: Work at tables on an Independent activity such as writing a numeral on a white board and then showing that quantity with manipulatives.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: (Small group activity) – Hands on Standards p. 19 Show the group the number 4 card. Have the students show a group with cubes to represent the number four, make sure they check their answer by counting the cubes in their group. Then have them write the number 4 the best they can practicing the number chant to assist them. Repeat with the number 5.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements.
K.2B Read, write, and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Make and Write 1-5
Materials:
Links, snap cubes, or unifix cubes
Index cards OR Manila paper cut into cards
Writing utensil per child (crayon, pencil, etc.)
Hands on Standards p. 33
Instruction:
Yesterday we practiced reading the numbers 4 and 5, then making a group with cubes, and also writing the number we made, so let’s count to 5.
What number do we say first when we start to count? I’m going to begin a chain with links or cubes that shows 1. You may want to write that number on the board as well.
What number comes after 1? Now let’s make a chain that show 2. How do you know that 2 comes after 1? Write the number 2 on the board and repeat until you get to five.
Today when I meet with you, we are going to practice writing the number and making a chain to show how many that is.
Practice:
Group #1: Work at tables on an Independent activity such as the number card activity they completed with you yesterday.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: Have the students write the number one on a card/paper, then ask them to build a chain made of one link and place it above the card. Now have them build a chain that has one more link and place it next to the first chain for comparison. Ask the students to make a number card that matches to chain (2) and place it below the chain. Repeat with number 3, 4, and 5. Align the chains and the cards vertically to show how the numbers get bigger as we count.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements.
K.2B Read, write and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Subitize 1-5
Materials:
Subitizing charts for small group (attached resource)
Manipulatives (noodles, bears, cubes, small die cuts, etc.)
Chart paper
Pictures or die cuts for the chart.
Instruction:
You all are learning a lot about subitizing numbers! Today you are going to help me make a math anchor chart to show how we can subitize up to 5.
The teacher can have a premade chart with 5 columns on chart paper.
Make on Chart paper:
|one |two |three |four |five |
|1 |2 |3 |4 |5 |
| | | | | |
You can use objects or die cuts to represent the group amount for each column. Have the students read the number on the chart and help you count to glue the object to the chart.
When you meet with me today, I will teach you how to play a game with this chart.
Practice:
Group #1: Work at tables on an Independent activity such as writing a numeral on a white board and then showing that quantity with links.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: All the students will have a chart that is similar to the class chart you made in the lesson (see references). You can put these charts in a plastic sleeve or laminate them. Show them a dot card then ask the students to put down objects on their chart to show how many represent that number. Repeat until the chart is filled.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements.
K.2B Read, write and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Numbers 1-5
Materials:
Bag
Numbers 1 to 5: foam numbers, poster board die cut numbers, magnetic numbers, etc.
Magnets
Manipulatives: counters, bears, cubes, etc.
Instruction:
What’s in the Bag
Look at our number chart I hung up in the room! Thank you for helping make a number chart yesterday. I think that will really help us learn how to read, write and make sets of numbers 1, 2, 3, 4, and 5. Secretly put a number in the bag, then choose a volunteer to put their hand in and feel the number without looking. Have them tell you what they think the number is and have them tell you WHY they think it’s that number. Then have the student show how many with magnets on the white board. Repeat two more times with different numbers.
Practice:
Group #1: Work at tables on an Independent activity such as writing a numeral on a white board and then showing that quantity with manipulatives.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: Teacher- directed Small group activity
Choose each student to participate in the bag game, but encourage them to talk about what they feel and other students can predict with counters as well. Then have the student count how many with counters and then show them the number. Play until all students in your small group have had a turn. Record your observations in your Monitoring Notebook.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements.
K.2B Read, write and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Numbers 1-5
Materials:
Roll-a-Tower game boards for small group (see resources)
Dice
Unifix cubes, or snap cubes
Instruction:
Roll a Tower Game
We are going to learn how to play a partner game that helps us practice subitizing. This is a game you will practice with me today and tomorrow you can practice it by yourself at tubs!
Students will roll a die. Then they will read/subitize the number on the die and build a tower with enough cubes to match the number rolled, and then place the tower on the game board in the corresponding column. If they land on six they lose a turn. The students will keep rolling the die until an entire column is filled and one of the numbers has won. Model and play the game with a student volunteer.
Practice:
Group #1: Work at tables on an Independent activity such as What’s in the Bag?
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: Teacher-directed Small group Roll a Tower
Have the students play in partners. The teacher can monitor the playing and assess how the students are subitizing independently. Make sure you have enough dice and game boards for your small group to play.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements.
K.2B Read, write and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Subitizing Review
Materials:
Powerpoint presentation (see resources)
Index cards OR Manila paper cut into cards
Instruction:
Today we are going to see how fast you can subitize with a pinch card. I will show you a picture and you are going to pinch the number you think it is.
The teacher will show the slide for about 3 seconds then click to the subitize “thinking” slide. The students will pinch the number then share the answer. Continue this until all the slides have been shown.
You will play this game again when you meet with me.
Practice:
Group #1: Work at tables on an Independent activity such as Roll a Tower.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: In small group you can show the powerpoint presentation again or show picture cards and assess students that are subitizing correctly on their pinch card, or you can review concepts for the DPM. Record your observations in your Monitoring Notebook.
Kindergarten Teacher Notes
Subitize 1 to 5
K.2D recognize instantly the quantity of a small group of objects in organized and random arrangements.
K.2B Read, write and represent whole numbers from 0 to at least 20 with and without objects or pictures.
Compose/Decompose Review
Materials:
Connecting cubes
Dot strip or dot plate
Instruction:
Today I want us to go back and practice showing ways to compose and decompose 3 with the game called I Wish I Had. (from Carrie Cutler handout)
The teacher will hold out a bar of connecting blocks, dot strip, or dot plate showing 3 or less, then the teacher will say, I have 2 blocks. I wish I had 3. How many more do I need?
Students will respond with the part that is needed and explain why. Check their answers.
Practice:
Group #1: Work at tables on an Independent activity such as writing a numeral on a white board and then showing that quantity with manipulatives.
Group #2: Work on the floor in a review math tub in a partnership or small group.
Group #3: Play this game in small group and let the students create a problem and say, “I wish I had 3.” You might want to reteach other concepts as necessary in preparation for the Math DPM.
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