What is subitizing? Credit given to Carole Fullerton for the activity

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Shanon Simpson
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1 Game board Find It 2 different coloured counters One die 1. Your child rolls a standard die. He or she will find a cell with the same number of dots. 2. Your child will cover the dots with a counter in their colour and then give you a turn. 3. Game continues back and forth until three in a row in a single colour wins the game. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Carole Fullerton for the activity

2 Find it! Carole Fullerton 2013 Roll the dice. Find the same number of dots. Cover it in your colour of counter. Give your partner a turn. 3 in a line in your colour wins!

3 10 laminated BINGO cards Coloured counters One die 1. Each student needs a bingo card and a small handful of counters in a single colour. 2. Have the caller roll a die and call out the number to be covered. 3. As in traditional Bingo, three in a line (across, down or diagonal) wins the round. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Carole Fullerton for the activity

4 Dot cards showing the same numbers but different dot formations. 1. Place the 10 cards face down on the table using a grid of 2 by Students will flip one card over at a time looking for 2 cards which match. Matching different dot cards showing the same amount. Children can play by matching different dot configurations. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship

5 To play, you need two players. a game board and tiles/counters to cover each of the subitizing patterns on the board. 1. Use tiles to cover each of the boxes on the board. 2. Once the board is covered with tiles, your child points to a tile and player 2 lifts the tile for 3 seconds. Player one then has to say how many dots they saw. If they get it correct, they keep the tile, if not the tile is replaced. 3. Player 2 then has a turn. 4. This continues until all tiles are removed, the winner is the person with the most tiles at the end of the game. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Jess for the activity

7 Number cards showing different ways of representing numbers (e.g. dots, ten frames, numerals, fingers) Encourage your child to match all cards showing the same number. For example if you are finding all cards that represent 5, you would look for the 5 dot card, 5 tallies, a full 5 frame. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship

8 Subitize 1-10 Flash Cards

Deck of cards (Use only the number cards 1-10) 24 teddy bear counters- 2 colours of 12 each 1. Mix up the number cards. Put the pile of cards face down. 2. Player 1: Take the first card from the pile.

9 Deck of cards (Use only the number cards 1-10) 24 teddy bear counters- 2 colours of 12 each 1. Mix up the number cards. Put the pile of cards face down. 2. Player 1: Take the first card from the pile. If you have a set of dots on your board that equal that number, cover it with one of your bears. If not, your turn is over. 3. Player 2: Check your partner s answer. Now, it is your turn to take a card. 4. Keep playing until one player has covered their whole board. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship

11 Dot plates Flash the dot plates for your child to read. Encourage your child to tell the number of dots. Start by letting your child see the dot card for 20 seconds and then hide it. Your child will share what number they saw. With repeated practice, shorten the amount of time your child is able to look at the dot plate before giving the answer. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Janaye and Leslye for the activity

12 Subitizing Arrangements frogsandcupcakes.blogspot.com

13 Dot cards, 10 gems 1. Use one card at a time. 2. Encourage your child to identify the number and count out the corresponding number of gems to match. 3. Use the dots on the number cards as help if needed. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Deanna McLellan for her activity idea

14 Dot cards by Carolee Norris 1. Take all the cards out of the bag. 2. Spread out the red dot cards to create the sorting piles. 3. Organize the remaining cards into the correct pile. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Carolee Norris, Dot Plate Make-and-Take document )

15 6 dice, kept in the container when not in use 1. Your child will practice rolling and stacking the dice from You can extend the game by having them roll a tower of all one's, then two's, etc., all the way to six. It just depends on how much time you want to devote to the game. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Mary Lirette for activity

Reasonable estimates are one of the most useful strategies for successful mathematical thinking. To play, you need two players.

16 What is one-to-one correspondence? How can you improve your child s understanding of one-to-one correspondence? Count everything! Count the number of steps to the car, the number of toys in a box, the number of candies in a jar. Later, introduce estimating the same quantities. Double-check your child s counting when appropriate. Reasonable estimates are one of the most useful strategies for successful mathematical thinking. To play, you need two players. a game board and tiles/counters to cover each of the subitizing patterns on the board. 1. Use tiles to cover each of the boxes on the board. 2. Once the board is covered with tiles, your child points to a tile and player 2 lifts the tile for 3 seconds. Player one then has to say how many dots they saw. If they get it correct, they keep the tile, if not the tile is replaced. 3. Player 2 then has a turn. 4. This continues until all tiles are removed, the winner is the person with the most tiles at the end of the game. As children progress through the Kindergarten program, they: demonstrate an understanding of numbers, using concrete materials to explore and investigate counting, quantity, and number relationship Credit given to Jess for the activity

17 Dear Families Our class is beginning a mathematics program called take-home math. This program includes many meaningful and enjoyable mathematics activities that reflect current research and provincial expectations. Your child will bring home, in a resealable bag, activities for you to explore as a family. Some activities will require things that can be found around the house; for other activities, what is needed will be inside the bag. Your child can explore these activities with the whole family or with individual members, such as a parent, brother, or sister. When children participate in the activities with family members, their self-confidence increases and their attitude towards mathematics becomes more positive. A Math Bag will be sent home with your child every Wednesday. Please have your child return the resealable bag to the class by the following Monday. The activities chosen for this project provide opportunities for children and adults to solve problems, to use logical thinking, to develop strategies, and to communicate their mathematical thinking and understanding. The activities are designed to help students meet provincial expectations in mathematics through sharing literature, playing games, or completing open-ended problems. Included with each activity are some questions that you may use to help your child gain a clear understanding of the math concepts being explored. Some of the activities review concepts that have already been presented in class, some extend your child s understanding, and some may prepare your child for concepts to be explored in class in the future. Included in the bag is a reflection book, which will travel with the activity when other students in our class take it to their homes. After you and your child have completed an activity, please take a few minutes to record your discoveries in the reflection book. You may do the recording or your child may want to do it. Writing about the activity will give you a chance to think about the discoveries that you and your child have made together and an opportunity to express some thoughts and feelings about math that can be shared with other families in our class. Thank you very much for your continued support of your child s learning. I welcome any suggestions or comments you have on each activity. Yours truly, Mrs. B. Fowler

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LEARNING ABOUT MATH FOR GR 1 TO 2. Conestoga Public School OCTOBER 13, presented by Kathy Kubota-Zarivnij

LEARNING ABOUT MATH FOR GR 1 TO 2 Conestoga Public School OCTOBER 13, 2016 6:30 pm 8:00 pm presented by Kathy Kubota-Zarivnij kathkubo@gmail.com TODAY S MATH TOOLS FOR counters playing cards dice interlocking