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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.

This file contains easy to implement math center ideas for Kindergarten, Cluster 2.

This packet contains exit tickets for Kindergarten Cluster 2, numbers 0-5.

Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day.

At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.

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Math games are fun, motivating, and provide opportunities for students to build number concepts, reasoning, and fluency. These games may be used as math stations or as whole group learning opportunities. This file contains directions and materials for Cluster 2 math games.

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This lesson focuses on comparing sets and numerals using terms greater than, less than, and equal to. The main goal is for students to generate their own sets to compare to a given set.

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Students compare two sets of objects using matching and counting strategies. The sets of objects are compared using the language "greater than", "less than" or "equal to".

This task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers.

Students compare two sets of objects using matching and counting strategies. The sets of objects are compared using the language "greater than", "less than" or "equal to".

This task may be used for instructional or assessment purposes.

This resource is part of Tools4NCTeachers.

This performance based assessment should be conducted one on one. Students are asked to count sets of objects and represent the quantity with a written numeral.

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This assessment may be used for instructional or assessment purposes. A scoring rubric is included.

This resource is part of Tools4NCTeachers.

This assessment may be used for instructional or assessment purposes. A scoring rubric is included.

This resource is part of Tools4NCTeachers.

In this task, students are faced with a real world comparison situation. A scoring rubric is included. The task may be used for instructional or assessment purposes.

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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?

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In this lesson, students compare sets and make equal sets. The lesson should be facilitated at the beginning of a unit on comparing sets once students have been exposed to comparison vocabulary (more, less, greater, fewer).

Lesson may be repeated with amounts closer in range, making it trickier to compare (i.e., 8 & 10).

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In this lesson students solve a problem where skip counting by 5s and 10s is required to solve a real world problem. Students have some previous practice with skip counting to numbers beyond 100.

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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 lesson, students use number cards to create the highest two-digit numbers possible to develop the concept of using place value to compare numbers.

This resource is part of Tools4NCTeachers.

Prior to this lesson students should have had experiences comparing sets of objects.

The goal of this lesson is to bridge standards CC.6 and MD.2 by comparing sets using measurement concepts and vocabulary.