Year: Pre-Primary
Key Understanding/
Big idea
Subitising: recognising how
many dots/pictures in a set
without having to count each
one. Focused on numbers 1 –
6.
Curriculum
Number & Algebra
à Number & place value
Subitise small collections of
objects (ACMNA003)
§ using subitising as the
basis for ordering and
comparing collections of
numbers
(Understanding & fluency)
Tailored Plans
Topic: Subsitising Day: 11th & 12th February 2020
Activities and Classroom Management Considerations Focus Questions Evaluation
Select two students from the list who have not yet participated in the subitising activity. Ask these How do you know it’s The key focus behind
students to join me outside at the activity table. Explain the activity in detail and explicitly outline the (insert number)? Do these activities is to
behavioural expectations for both. you count them or do gauge where each child’s
you just know? current ability sits in
Activity One regards to the skill of
• Student sorts through the cards numbered 1 – 10 and tries to find the matching picture card. Do you think it’s subitising. The results of
For example, the card with the number 1 matches with the picture card with one soccer ball. helpful to be able to the flip cards is recorded
Once these cards have been sorted, the student lines the cards up in order from 1 to 10. instantly recognise on a list. If the child is
• If the student finishes these activities and are waiting to do Activity Two, they can interact how many there are? able to subitise to 6 they
and manipulate the number wall. will receive a tick. If they
o The expectation is that this is an independent activity and should be done very How do you think you can only subitise to 3
quietly. learned how to subitise they will get a 3 in their
Activity Two to (insert number)? check box, etc. for the
• The student looks at the card placed in front of them and announces the number of bugs other numbers.
they can see (snails, butterflies, ladybugs). If they seem to be having difficult, let them know
that it’s ok to point and count aloud.
• Flip through the cards one by one (gauge how quickly the other student is working through
their task and try to match this pace) and ask the student how many _________ they can
see. If the student answers correctly with no delay place the card in certain pile and if the
student answers incorrectly or needs to count the pictures put the card in a different pile. If
there are any numbers that the student answers inconsistently, place these back into the flip
pile to give the student another opportunity to answer correctly.
o The expectation is that the student focusses on the task and responds appropriately
to the prompts. The student needs to try their very best. When answering, the
student uses a normal voice (#3).
Once the students have completed both activities thank them for their work and give them a stamp.
Ask them to return to the classroom to resume play. Once the information for both students is
recorded select two more students to work with.
• High achievers: the children who finish the activities quickly can return to play and learn in the classroom.
• Low achievers: the children who take more time in finishing activities or who are developing the skill more slowly will be able to spend more time
one-on-one with me. If they are finding the tasks very challenging I will potentially split the activities/tasks into small chunks and only focus on one
part and follow up another time/day.