Amount Count LLC

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.

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.

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.

Adding, subtracting, and writing the results for 2 amounts helps develop the concepts in these standards: K.OA.2; K.NBT.1; 1.OA.1, 5. This is a way for learners to use strategies such as counting up and back, subitizing, skip counting, and recognizing arrays.

Counting items by grouped amounts 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 to find the target amount.

Determining attribute changes in a category such as shape, color, and amount supports K-level skills. The changes in the ‘Nature’ series shows a single category with a different view of the item or an entirely different example. There are 2 warm-up demonstration items included.

Determining the attribute of amount and the concept of ‘more’ supports K-level skills. Share with the learners that they do not need to count the items, but ‘look and know’ the amounts are greater than or less than the other. There is a 'warm-up' demonstration item included. There are 2 items per page.

Determining the attribute of amount – either one, two, or three items - 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 dots represent their choice of amount that is next. There is a 'warm-up' demonstration item included. Two activities are on each page.

Determining the attribute of color 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. There is a 'warm-up' demonstration item included. There are 2 items per page.