Composer to 7

Knows number combinations to totals of 7. Quickly names parts of any whole, or the whole given parts. Doubles to 10.

Note: The goal for this level goes beyond simply memorizing math facts. The goal is knowing the “breakaparts,” which means the paired values that compose a target number. For example, the breakaparts for the target 4 are: 0 and 4, 1 and 3, 2 and 2. Knowing breakaparts means knowing the component parts in any order. In other words, knowing that 4 and 3 or 3 and 4 are breakaparts for the target 7. Often children’s earliest learned fluent breakapart combinations involve 1. For example, 5 and 1 for the target 6; 6 and 1 for the target 7, and so on. Also earlier are doubles, such as 3 and 3 for the target 6. Later, children become fluent in combinations in which 1, 2, or 3 is the first addend, such as 2 and 4 for the target 6, and later 3 and 4 for the target 7.

Activities

You may see this:

Linked Image to Sign In/Sign Up page

Other Examples:

  • Shown six, then four are secretly hidden, and shown the two remaining, quickly says "four" are hidden.

Help your student become a(n) Composer to 7

Activities promote meaningful knowledge of all combinations up to totals of 7. Like most composing number levels, they use visual models (conceptual subitizing) and thinking strategies. For example, children understand the ideas of "add (or subtract) zero" (same number) and "add (or subtract) 1" (next or previous number). They also use  commutativity (if I know 5 + 2, I know 2 + 5).  Activities do not use timed tests and drill without understanding.

Finger Games
Finger Games
Snap! [STEMIE]
Snap! [STEMIE]
Dump and Sing
Dump and Sing
Make a Number
Make a Number
Toy Shop: Composer to 7
Toy Shop: Composer to 7

Special Thanks To

Institute of Education Sciences
The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through grant numbers R305K050157, R305A120813, R305A110188, and R305A150243. to the University of Denver. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.