### Other Examples:

- 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).