# GR. PK Unit: Lesson Seed: Subtizing

**Essential Questions: **

• What do numbers convey? (identify amount--Cardinal; name position --ordinal; indicated location --nominal)

• How can numbers be expressed, ordered, and compared?

• What are different ways to count? ( count all, count one, count back, skip count, count groups)

• What are efficient ways to count? (count up, (or back) from largest number, count sets of items, count to/using landmark numbers)

• How can numbers be decomposed into other numbers or composed into another number?

### Lesson Plans and Seeds

**LESSON SEED:** COUNTING TO FIND OUT "HOW MANY"

**LESSON SEED:**ARRANGE & COMPARE SETS USING ONE-TO-ONE CORRESPONDENCE

**LESSON SEED:**CONSERVATION

**LESSON SEED:**CARDINALITY & CONSERVATION

**LESSON SEED:**ONE MORE

**LESSON SEED:**BUILDING SETS

**LESSON SEED:**MATCHING SETS OF OBJECTS TO NUMERALS

**LESSON SEED:**NUMBER OF THE DAY

**LESSON SEED:**SUBITIZING

**Download Seeds, Plans, and Resources (zip)**

**Unit Overview**

**Content Emphasis By Clusters in Grade pk**

**Progressions from Common Core State Standards in Mathematics**

**Send Feedback to MSDE’s Mathematics Team**

Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

**Standard(s):**

Standard: PK.CC.B.6 Recognize the number of objects in a set without counting (Subitizing). (Use 1-5 objects.)

**Purpose/Big Idea:Subtizing**

**Materials:**

##### Activity:

**Setting:**small group sitting in a semi-circle on the floor or at a small table;

##### Notes:

Have each child place their placemat in front of them with their counter container placed in front of their placemat. Place your placemat in front of you with your container visible.##### Level 1

**“How did you know how many counters to put down on your mat when I had my counters covered with a dish towel?”**(Students should respond, I made a picture in my mind. However, the teacher may have to help students verbalize this in the beginning by saying something like,**“Well, when I play this game, I make a picture in my mind of the counters I see on the mat. That way, when I have to put down the counters, I can look in my mind to see the answer.)**##### Level 2

##### Level 3

**Enrichment: Extend the activity to numbers greater than 4, if appropriate.**

##### Additional Resources:

**Extensions/Additional Activities**

##### Apple Trees:

##### Guiding Questions:

*How do you know how many counters to put down?*

*How do you know that the dots on this card equal….?*