Amount Count LLC

Determining the measurable attribute of ‘smooth & bumpy’ supports *PK.MATH.10; K.MD.1 skills. Share with the young learners that they do not need to explain, but to just ‘look and know’ the concept of smooth versus bumpy (rough). Introduce the activity with the warm-up demonstration item (included) and explain the meaning of these symbols used for making choices.

Reach a wide range of learners with an 'open-middle' math talk that includes their unique observations of similarities, differences, patterns, and grouping.

Pairing one item with one other item supports *PK.MATH.3; K.MD.4 skills. Share with the youngest learners that they are finding a ‘pair, partner, friend’ for each seed and leaf. Introduce the activity by asking students to shake (hold) hands with one other student. Then explain the meaning of the symbol used for this activity. They may connect any 1 seed with any 1 leaf they choose.

Determining the attribute of cardinality for ‘First’ and ‘Last’ supports *PK.MATH.7; K.CC.4b skills. Share with the young learners that they do not need to explain, but to just ‘look and know’ the concepts of first and last. Introduce the activity with the warm-up demonstration item and explain the meaning of these symbols used for making choices. Extend with using classroom counters or 'found objects' from a nature walk to make a 'first-last' arrangement.

Amount Count resources are nearly language-neutral.Using symbols in place of text for directions reduces the 'language-load' needed to understand activities and anticipated actions. This is a comprehensive glossary of symbols with examples as used in these supplemental resources.

Estimating measurable attributes such as weight supports K.MD.1 skills. Point out the balance scale is showing something heavy at one end, much like a playground teeter-totter. Guide learners to think about what they already know to help them make comparisons and choices. “Weight – Heaviest of 3 Items” is in the Pre-K/TK listing.

Adding 3 amounts helps develop the concept in the standard 1.OA.2. This is one way for learners to use combining and counting strategies such as counting on, subitizing, skip counting, and recognizing arrays. There are 3 items per page.

Combining amounts to find “How Many?” helps develop the concepts in these standards: K.OA.2; 1.OA.3. This is a way for learners to use their knowledge of counting by 2s, using doubles, and doubles +1 to find a total. There are 3 items per page.

Counting items as unique groups to connect to matching numerals helps develop the concepts in these standards: K.CC.4, 5. This strategy creates an opportunity for learners to count and show that they can compare that count to numerals. There are 3 items per page - total of 12 items.

Counting grouped items helps develop the concepts in these standards: K.CC.5, K.CC.6. This strategy supports learners to either count each option in the picture or to subitize the array or format to find the matching amount.

Estimating the attribute of weight (mass) and the concept of density supports K level skills. Share with the learners that the item they choose should be heavy like the box on the end of the teeter totter or scale. This includes a 'warm-up' demonstration item.

Recognizing examples of 3-D shapes in items supports a K.G.3 skill. Share with the learners there actual and ‘near’ examples of spheres, pyramids, cubes, and rectangular prisms all around us.

Determining the attribute of size – either big or small - and the concept of ‘pattern’ supports K-level skills. Share with the learners that they may think or ‘whisper-say’ the patterns that they see to help them make a choice. The larger and smaller circles represent their choices. There is a 'warm-up' demonstration item included.

Matching 2-D images to representations of them supports *PK.MATH.13 & 14; K.G.2 skills. Share with the young learners that they do not need to explain, but to just ‘look and know’ triangular and circular shapes. Introduce the activity with the warm-up demonstration item (included) and highlight the triangle and circle used for making choices.

Determining the measurable attribute of ‘empty or full’ supports *PK.MATH.10; K.MD.1 skills. Share with the young learners that they do not need to explain, but to just ‘look and know’ the concept of empty or full. Introduce the activity with the warm-up demonstration item (included), and explain the meaning of the symbols used for making choices.

Recognizing examples of spatial ‘turns’ supports a K.G.2 skill. Share with the learners there is a turned or rotated image of each item on the left side that matches to the right side of the page. Encourage them to demonstrate a rotation by putting both hands out in front and then turning one hand to point towards the other.

Recognizing examples of spatial ‘flips’ supports a K.G.2 skill. Share with the learners there is a reflection or mirror image of each item on the left side that matches to the right side of the page. Encourage them to demonstrate a reflection by putting the palms of their hands together and then opening them like a book.

Finding any three groups to equal the target amount helps develop the concepts in these standards: 1.NBT.2, 5; 2.OA.1. This is a way for learners to use their knowledge of counting by 10s and mentally adding 10s to reach a target total.

Finding any two groups to equal the target amount helps develop the concepts in these standards: 1.NBT.2, 5; 2.OA.1. This is a way for learners to use their knowledge of counting by 10s and mentally adding 10s to reach a target total.

Finding the missing minuend or subtrahend helps develop the concepts in these standards: K.OA.2, 3; K.NBT.1; 1.OA.1,6. This is a way for learners to use addition and subtraction strategies together and recognize amounts in arrays. There are 3 items on each page.