Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version

Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Number Smart ADVANCED Subitizing: Recognizing Multiples! PDF Version
Grade Levels
File Type

PDF

(20 MB|677 pages)
Standards
  • Product Description
  • StandardsNEW

Welcome to Number Smart ADVANCED Subitizing—Recognizing Multiples! Subtilizing is the immediate recognition of a quantity.  It builds number sense and strengthens knowledge of number facts with meaning, not just memorization. Included are slides with various patterns WITHIN patterns of dice, fingers, coins, dominoes, tally marks and ten frames. This set contains over 650 visuals from 2 x 2 through 10 x 10!

•Let your students see the slide as you say the word “subitize” to yourself.  Then advance to the next "Get Ready" slide.  Ask students who know how many to raise their hands.  You can also try giving students small whiteboards and ask them to write the multiplication (or repeated addition) fact they see.

•After a student answers correctly, ask, “How did you know that?” Or “How did you see that?” Encourage students to use strategies such as counting on, grouping, and how many are missing. and identifying patterns within patterns.

•Subitize whenever you have spare seconds!  Even if you only have a minute, your students can benefit from these mental math exercises AND mini-number talks (How did you arrive at your answer?).

Log in to see state-specific standards (only available in the US).
Understand division as an unknown-factor problem. For example, find 32 ÷ 8 by finding the number that makes 32 when multiplied by 8.
Apply properties of operations as strategies to multiply and divide. Examples: If 6 × 4 = 24 is known, then 4 × 6 = 24 is also known. (Commutative property of multiplication.) 3 × 5 × 2 can be found by 3 × 5 = 15, then 15 × 2 = 30, or by 5 × 2 = 10, then 3 × 10 = 30. (Associative property of multiplication.) Knowing that 8 × 5 = 40 and 8 × 2 = 16, one can find 8 × 7 as 8 × (5 + 2) = (8 × 5) + (8 × 2) = 40 + 16 = 56. (Distributive property.)
Determine the unknown whole number in a multiplication or division equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 × ? = 48, 5 = __ ÷ 3, 6 × 6 = ?.
Use multiplication and division within 100 to solve word problems in situations involving equal groups, arrays, and measurement quantities, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.
Interpret whole-number quotients of whole numbers, e.g., interpret 56 ÷ 8 as the number of objects in each share when 56 objects are partitioned equally into 8 shares, or as a number of shares when 56 objects are partitioned into equal shares of 8 objects each. For example, describe a context in which a number of shares or a number of groups can be expressed as 56 ÷ 8.
Total Pages
677 pages
Answer Key
N/A
Teaching Duration
Lifelong tool
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