In this assessment task students are asked to solve a story problem using math manipulatives. They may use the operations of addition or subtraction to solve the problem. Students can represent their thinking by using manipulatives or by explaining to the teacher how they solved the problem. The teacher can also take a picture as evidence that the student understands the concept. An assessment sheet and rubric is provided.

In this assessment task students will cut and classify pictures. They will be asked to explain how the pictures are sorted, count the number in each group, identify the group that is greater and write the correct number from 1-20. Assessment sheets and a rubric are provided.

In this assessment task students are asked to sort buttons by the number of holes. They will label how they sorted the groups and then draw a circle around the group with the largest number of buttons. An assessment sheet and rubric are provided.

This resource is part of Tools4NCTeachers.

This lesson should occur after the Partner Quick Flash lesson, which introduces conceptual subitizing. Candy Quick Flash continues to encourage conceptual subitizing an efficient way to find "how many".

Notes:
Perceptual subitizing: instantly recognizing "how many" in a set
Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set

This resource is part of Tools4NCTeachers.

In this task, students interpret and answer questions about data collected on a chart. The task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers.

In this task, students interpret answer questions about data on a chart. The task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers.

Students are asked to solve a real world problem, show their work using pictures, numbers or words, and record a matching equation. A scoring rubric is included. The task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers.

In this lesson, students will use perceptual subitizing* as an efficient method for determining "how many". Through experiences, students will subitize sets within five.

*Perceptual subitizing: instantly recognizing "how many" in a set
*Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resource is part of Tools4NCTeachers.

In this lesson, students will use perceptual subitizing* as an efficient method for determining "how many". Through experiences, students will subitize sets within five.

*Perceptual subitizing: instantly recognizing "how many" in a set
Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resource is part of Tools4NCTeachers.

In this lesson, students will identify whether a quantity of objects in one group is greater than, less than or equal to a quantity of objects in another group. Students will use one-to-one correspondence (or other counting strategies) to answer the question: How many are in one group?

This resource is part of Tools4NCTeachers.

In this lesson, students will sort items into groups. They will use
counting to analyze the organized items and answer the question "How many?"

This resource is part of Tools4NCTeachers.

This lesson should occur after students have experiences with perceptual subitizing*.
In this lesson, students use conceptual subitizing** as a flexible and efficient method for finding "how many".

*Perceptual subitizing: instantly recognizing "how many" in a set
**Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resource is part of Tools4NCTeachers.

In this lesson, students will identify how many manipulatives are in a given arrangement without counting each individual object (focus on 1-5). Students will understand the relationship between numbers and quantities, and will explain this relationship as they determine "how many" are in a set.

Note: Perceptual subitizing means to instantly recognize "how many" in a set.

This resource is part of Tools4NCTeachers.

Students use conceptual subitizing while playing a comparison card game called Battle.

Notes:
Perceptual subitizing: instantly recognizing "how many" in a set
Conceptual subitizing: efficiently finding "how many" by recognizing and combining subgroups within a set.

This resource is part of Tools4NCTeachers.

In this task, interpret data on a chart, and answer problem solving questions related to the data. This task may be used for instructional or assessment purposes.