- A child explains, "In my mind, I made a group of 6 and then a group of 3 more, so that’s 9."
- Child says, “You can make 10 with 5 and 5.” or “I saw 6 and 4, which is 10.”
Help your student become a(n) Conceptual Subitizer to 10
Short, frequent, game-like opportunities to name the number in sets up to 10 in different arrangements (such as a group of 6 next to a group of 3) only seen for 2 seconds or less help develop children's ability to quickly see a whole number by perceiving two parts. With larger numbers, structured arrangements such as five-and-tens frames are helpful. Remember for conceptual subitizing, ask them to name the total first, but then explain how they knew by naming the (preferably two) parts they saw. Encourage discussion of different "ways" to see the parts (4 and 2, 5 and 1, 3 and 3 and so forth).