SLIDE 8 Mathematics All Around: Exploring Number
Subitizing is foundational (continued).
- Subitizing & counting build understanding of
cardinality.
- Expect children to subitize small sets; avoid
“counting to be sure.”
Mathematics All Around: Exploring Number
Children learn about quantity even without exact numbers.
- “Which pile has more?”
- “Put one napkin on each plate.”
Smaller numbers are easier than larger.
- With infants and toddlers, talk about “1” and “2” and “1
more” and “2 more”
- With preschoolers, spend a lot of time exploring “3” and “4”
and “5” Fingers are great tools for understanding small numbers, then building to 5 & 10. Children need repeated exposure to amounts in order to associate number name and quantity.
Video Analysis
Number Arrangements
- About the Children
- About the Teacher
- About the Activity
How might this experience connect to other math?
Finding Math in Great Books
Mouse Count by Ellen Stoll Walsh Ten Black Dots by Donald Crews Count and See by Tana Hoban Splash by Ann Jonas 1, 2, 3 to the Zoo by Eric Carle Five Creatures by E Jenkins The Doorbell Rang by Pat Hutchins Ten, Nine, Eight by Molly Bang
Making Connections to the Big Ideas of Number Sense
Iowa Early Learning Standards
- Standard 7.1.PS Children understand counting, ways of
representing numbers, and relationships between quantities and numbers.
7.1.PS.1 recognizes small quantities (1-5) without counting them (subitizing). 7.1.PS.4 makes sets of 6-10 objects and describes parts. 7.1.PS.5 uses language such as more, less or the same amount to compare quantities. 7.1.PS.6 identifies numerals to 10 by name.
(Early Childhood Iowa, 3rd ed., 2018, p. 202)
Making Connections to the Big Ideas of Number Sense
(Heroman et. al., 2010, p. 107 )
