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Subitization Stepping Stones - Coggle Diagram
Subitization
Stepping Stones
Perceptual
By looking at objects and seeing how many there are
At a quick glance you see 6, then by counting you get 6
Connection: everything in life is about perception and how we see things, math is no different. When you see lines or dots or objects we think consciously "oh there is 3 or 2 or 9 of something." This is a learned technique and without someone walking us through this step in our math lives it could be something students have a hard time grasping.
Conceptual
Taking more than one object (with dots on them) and instead of one number set, you now have two
Blue die: 3
Red die: 2
(perceptual shows those numbers)
Blue die: 3
Red die: 2
Conceptual shows that instead of having one 3 and one 2 we now have one 5
Connection: to even think about math and numbers and how they work together, we need to be able to recognize what numbers are. We need to be able to say "3 dots means 3 and 2 dots means 2 so together that is 5 dots and means 5 total. That then brings in the idea of addition and subtraction which is all things we can not do fully without the first step in numbers of perception "what do dots mean, how many dots is that?"
Patterns
Spatial
Would examples of the dice, comprehending that with 2 separate numbers shown, gives you one bigger number
Temporal and Kinesthetic
Finger patterns
Rhythmic patterns
Spatial- Auditory patterns
Using these patterns can allow you to move beyond the simple numbers and into higher arithmetic
Thinking of numbers and realizing what comes next....
3, 4, 5, ... , ... , .... , ... , 10
knowing there are four numbers missing we can count 6, 7, 8, 9
Connection: patterns help us tie things together, we learn to count on our fingers or hit the table every-time a new number or group of numbers (10) is shown. Small gestures of patterns and strategies can give us yet another step to learning and problem solving more arithmetic problems in the future.
Cardinality
Idea words: more, less, how many, how numbers are connected, idea of quantity a number has
Connections:
Elementary: things are simplified, identifying numbers in general, how many? How many dots on a die, how many strawberries on the paper, or how many pencils on your desk?
Subitizing starts early as a simplified version of counting and recognition
Middle: diving in deeper, now you recognize how many of something but now which has more the blue die or the red die, who has more apples Tom or Tyler, or fractions which is greater than, less than, or equal too?
Making these further connections are like building blocks, you take what you know and continue to add on
High: combining everything learned over the years to find patterns and relationships with simple math to arithmetic. understanding how many of something can be helpful in calculus when solving equations or putting numbers into a formula from the passage given about apples and oranges.
using the past knowledge of subitizing will give you the building blocks you need to continue your math career on.
