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# Subitized Chocolate Chip Cookie Wall Cards - v2

K - 2nd
Subjects
Standards
Resource Type
Formats Included
• PDF
Pages
14 pages
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### Description

This fun resource will help to your students to build the skill of instant recognition of amounts to ten. This important skill will promote better understanding and accuracy when working with calculations.

• This particular design features borders of made of cookie colored glitter, with matching glittery letters spelling out the name of the amount, as well as the printed numeral. Version 1 is also available, which features a border make of striped drinking straws and numeral names and frames in sparkling blue glitter.
Total Pages
14 pages
N/A
Teaching Duration
N/A
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### Standards

to see state-specific standards (only available in the US).
Make sense of problems and persevere in solving them. Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.