### Other Examples:

- "I saw three fives, so ten and five...15"
- When shown two rods of 10 units, a child says “That’s 20.”
- A child instantly recognizes “12” as a full tens-frame and 2 additional units filled, but has more difficulty with two unfilled tens-frames, such as an 8 and a 7.
- A child "sees" 7 and 2 as 9.

### Help your student become a(n) Conceptual Subitizer to 20

Short, frequent, game-like opportunities to name the number in sets up to 20 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 8, 5 and 7, 6 and 6 and so forth).