Amount Count LLC

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.

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.

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 four addends for each pair of 10-Frames and then finding the sum helps develop the concepts in these standards: 2.OA.1; 2.NBT.6. This is a way for learners to use addition and subtraction strategies together and use counting strategies to accurately recognize the amounts in the 10-Frames.

Creating equal parts of a regular shape in more than one way supports 1.G.3; 2.G.3 skills. Share that the learners may partition the shapes in (halves or fourths) different ways, and they may make their own choices.

Skip counting by a given amount supports 2.NBT.2 skills. Share with the learners that sometimes the skip counting goes in different directions and sometimes additional amounts are placed within the sequences.

Determining whether a group of objects has an odd or even number by pairing or counting supports 1.OA.7; 2.OA.3 As an extension for this resource, write an equation based on the images to express an even number as a sum of two equal addends. If it is an odd amount, write an equation that makes the sum of an odd and even amount.

Counting and then writing that count in the base-ten positions helps develop the concepts in these standards: 2.NBT.2, 3. This is a way for learners to show place values, skip count, and recognize amounts in arrays.

Finding the missing addends in each position helps develop the concepts in these standards: 1.OA.6; 2.OA.1; 2.NBT.1 This is a way for learners to use addition and subtraction strategies together and recognize amounts in arrays.

Finding any three groups to equal the target amount helps develop the concepts in these standards: K.OA.1; 1.OA.2; 2.OA.2. This is a way for learners to use their knowledge of combinations and adding strategies. Multiple responses are expected.

Finding any two groups to equal the target amount helps develop the concepts in these standards: K.CC.5; 1.OA.3, 6. This is a way for learners to use their knowledge of combinations and adding strategies. Multiple responses are expected.

Finding the missing addends and sums shown in two rectangular arrays helps develop the concept in this standard : 2.OA.4. This is a way for learners to use addition and subtraction strategies together and recognize amounts in arrays. Make counters available to model their work. Give learners empty 3x3, 4x4, and 5x5 grids to help them solve these items, to make their own items, and also extend the activity by exchanging with a partner to find new solutions.

Finding any three groups to equal the target amount helps develop the concepts in these standards: 1.OA.3, 6; 2.OA.2. This is a way for learners to use their knowledge of combinations and adding strategies. An extension for this activity might be repeating it a few times to find other combinations to equal the target amount and writing the equations.

Finding any two groups to equal the target amount helps develop the concepts in these standards: 1.OA.3, 6; 2.OA.2. This is a way for learners to use their knowledge of combinations and adding strategies. An extension for this activity might be repeating it a few times to findother combinations to equal the target amount.

Counting and recording four different items supports 2.MD.10 skills. Share with the learners that the separating features may be color, shape, or size in these activities. Guide discussion about questions the data tells and encourage them to pose questions that are answered by the chart.

Counting the units, writing a subtraction equation, and finding the difference supports 2.MD.2; 2.OA.2 skills. Share that the cubes are color-coded into groups of 5s to help find the amounts. They may skip count by 5s or count on. This activity should lead the learners to begin to think about standard and non-standard units of measurement.

Skip counting by a given amount supports 2.NBT.2 skills. Share with the learners that sometimes the skip counting goes in different directions and sometimes additional amounts are placed within the sequences.

Subtracting from or removing items from a larger group to arrive at a target amount, helps develop the concepts in these standards: 1.NBT.6; 2.NBT.8 This is a way for learners to use individual strategies to count back or up by 10s within 100.

Subtracting and writing the equation for 2 amounts helps develop the concepts in these standards: K.OA.2; 1.OA.1; 2.OA.1; 2.NBT.7. This is one way for learners to use counting strategies such as counting back, subitizing, skip counting, and recognizing arrays. There are 2 items per page.