Amount Count LLC

Exploring how to combine amounts with real objects supports *PK.MATH.8; K.OA.1 skills. Share with the young learners that they do not need to explain, but to just decide the ‘all together’ amount of items in the 2 different ovals. They may use the ‘count all’ strategy from any item and in any order. Introduce the activity with the warm-up demonstration item (included) and highlight the Number Cubes and “+” sign used for making their choices.

Finding the missing addends in either position 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 per page.

Determining the cardinality for 1, 2, and 3 supports *PK.MATH.2; K.CC.4 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 highlight the 1, 2, 3 number cubes used for making choices.

Determining unique and similar attributes across combinations of categories such as shape, color, and amount supports K.MD.1,3 skills. Share that each picture or item has at least one feature the other 3 do not have, and that makes it ‘special.’

Estimating measurable attributes such as volume supports K.MD.1 skills. Share that the items may not fit each container exactly but would be a good choice over the others. Encourage learners to think about what they already know to help them make choices. Additional “VOLUME in 2 & 3 Sizes” is also in Pre-K/TK listing.

Counting and recording attributes such as color supports * PK-MD.2; K.MD.3; 1.MD.4 skills. Guide learners to share results with a partner and describe what comparisons their charts reveal about the items.

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.

Counting to find the total amount of items and writing those amounts in base-ten notion of 10s and 1s, helps develop the concepts in these standards: K.CC.3, 5; K.NBT.1; 1.NBT.1,2. This is a way for learners to use different ways to count and group items to find “how many” as written in 10s and 1s.

Finding the missing addends and subtrahends helps develop the concepts in these standards : K.OA.2,4; 1.OA.7, 8. This is a way for learners to use addition and subtraction strategies together and recognize amounts in arrays. There are 3 items per page.

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.

Comparing amounts with the < = > symbols helps develop the concept in this standard: 1.NBT.3. This is also a way for learners to use their knowledge of recognizing amounts in arrays, circles, and linear formats, as well as using a number line. There are 2 items per page.

Counting or subitizing amounts up to 4 supports K level skills. Learners find the target amount as shown by the dots in the symbol at the top of each page.

Determining identical attributes for items and photographs 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 “two (or three) the same.”Introduce the activity with the warm-up demonstration item (included extra) and highlight the 2 or 3 Magnifiers with the ‘equals’ sign to represent ‘finding 2 (or 3) identical items.’

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.