# No Series: Quick Images: Visualizing Number Combinations

Math.K.OA.A.1

Common core State Standards

• Math:  Math
• K:  Kindergarten
• OA:  Operations & Algebraic Thinking
• A:  Understand addition, and understand subtraction
• 1:
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

|
Math.K.OA.A.3

Common core State Standards

• Math:  Math
• K:  Kindergarten
• OA:  Operations & Algebraic Thinking
• A:  Understand addition, and understand subtraction
• 3:
Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).

Drawings need not show details, but should show the mathematics in the problem. (This applies wherever drawings are mentioned in the Standards.)

## Quick Images: Visualizing Number Combinations

Lesson Objective: Use quick images to identify combinations of 8 (best done in the latter part of K)
Grade K / Math / Composition
6 MIN
Math.K.OA.A.1 | Math.K.OA.A.3

## Discussion and Supporting Materials

### Thought starters

1. Why is it helpful for students to discuss the mental images they formed?
2. Ms. Latimer takes multiple student answers to the same question. What effect does this have?
3. How could this lesson be connected with addition and subtraction?

This lesson was brought to my Education 320 class this year. The class is all about teaching mathematics equitably to all students. I learned a lot from your video. Thank you so much.

Recommended (0)

This lesson allows the students to be in a group setting and say their answers, but also know it is okay if they were not correct and need to revise their answer. Asking the students to explain their answers is always a great way to get them to understand how they came to that conclusion and also allow the teacher to see how they are getting there. Having the students repeat students also keeps them engaged and listening to their peers. Asking the students if they saw it another way also allows them to understand there is no wrong answer on how they figured out how many there were.

Recommended (0)
I love how your students were able to verbalize the number patterns and images that they saw. Shows you how you can teach subitizing with simple materials. It's a great example of MP 7 (to look for and make use of structure). I also like how you had the students restate what their peer said, and how they show motions to show you if they understand or not. A nice quick formative assessment. Susan Jamieson
Recommended (1)
Watching this video will help me guide students in visualizing numbers in different ways. This is such a big concept in common core for kindergarten. Students were able to explain how they say the items. I'm getting out my small white board and magnets! Thanks!
Recommended (1)
Loved the ownership the students displayed and how they explained their thinking.
Recommended (1)

### Transcripts

• Quick Images v2 Program Transcript

My name is Stephanie Latimer and today's lesson is quick images with my kindergartners

[00:00:15]
Quick images

Quick Images v2 Program Transcript

My name is Stephanie Latimer and today's lesson is quick images with my kindergartners

[00:00:15]
Quick images is a very fast activity to show different combinations of numbers and today’s lesson was working on combinations to eight.
[00:00:24]
Teacher: Today I have three images for you and I'm going to show them to you really quickly and you’re going to give me a thumb right here if you have an idea how many you saw and then I might ask you how you saw it. Are you ready? Here we go.
[00:00:43]
The first time I show one of the images I usually do about three seconds. A lot of my kids will count and I don’t want them to really count, I want them to see groups.

Teacher: I'm looking for thumbs, JT?

Student: Eight

Teacher: Eight. Looking for thumbs, Isaiah

Student: Eight

Teacher: Devon

Student: Eight

Teacher: Michelle

Student: Eight

Teacher: Cameron

Student: Eight

Teacher: Dariana

Student: Eight

[00:01:07]
Teacher: OK I'm hearing a lot of eights, I'm going to show you again and it’s okay if you need to revise your answer or if you have the same answer. Are you ready? OK so one more time here we go.

[00:01:19]
I was showing images up on the screen from a document camera and that just was too much for them. Magnets on the 10 frame, on a white board, that was easiest for me.

Teacher: Courtney?

Student: Eight

Teacher: Eight. Damon?

Student: Eight

Teacher: Maury?

Student: Seven

Teacher: Seven. Lora Jean

Student: Eight

Teacher: Eight. Michelle?

Student: Eight

[00:01:43]
Teacher: So you saw eight. Can you tell me how you saw eight? I’m going to put it up again so you could see it.

Student: There's 5 on the top and 30 on the bottom

[00:01:53]
Teacher: So you said there’s 5 on the top and 3 on the bottom. Can someone tell me what Michelle just said. Courtney, what did Michelle just say

Student: There’s 5 on the top and 3 on the bottom

[00:02:04]
Teacher: Five on the top and 3 on the bottom. Did anyone else see it that way? Can you do this if you saw 5 on the top and 3 on the bottom. OK, we’re going to do another one, are you ready for it?

Teacher: You’re right, _____, did you hear him?

Students: Yes

[00:02:23]
Teacher: He said it’s still going to be eight. So now you know how many it is, right.

Student: Yes ….

Teacher: How many is it going to be?

Student: Eight

Teacher: It’s going to be eight. So I don’t want to know anymore how many there are. I want to know how you see them. Are you ready? OK.

[00:02:41]
Teacher: So you’re not telling me how many anymore, you’re telling me how you saw them. K___, can you tell me how you saw them?

Student: I saw 2 on the bottom and 1 at the top and 4 right there and 1 right there

[00:03:03]
Teacher: OK, so you’re seeing 2 and 1, and then 4, and 1. OK. Does someone see it a different way? Does anyone see it a different way? Jailin, can you tell me how you saw it?

Student: There’s 4 on the bottom and 4 on the top

[00:03:19]
Teacher: Oh, so you’re looking at the bottom here, like this, and the top here like this. Can someone tell me what Jailin just said, Lora Jean, what did he say?

Student: He just said that there’s 4 on the top and 4 on the bottom

[00:03:32]
Teacher: Four on the top, 4 on the bottom; anyone else see it that way?

[00:03:36]
I think the most valuable piece this year for my kids has been just seeing combinations, that numbers can be in so many different kinds of combinations. So we started with 5 and just seeing OK there’s 5; so 5 and zero. Or looking at it in another combination, well there’s 4 and 1 or 1 and 4, and they’re really fluent with understanding that 4 and 1 can be 5, 1 and 4 can be 5, just that 5 is made up of all of these numbers.

[00:04:05]
Teacher: But I think I see some hands of a different way. Isaiah, did you see it a different way?

Student: I counted by 2s

[00:04:11]
Teacher: Oh you counted by 2s. Can you come up and do that for me real quick so we know what you mean?

Student: Like 2, 4, 6, 8

[00:04:20]
Teacher: Well that’s a quick way to count, I like that.

[00:04:23]
Something that my class has been working on specifically is just having conversations around math.

Teacher: Obviously ____ a lot of people doing this, you saw it the same way ….

[00:04:33]
So instead of just giving an answer which I told my kids a lot, I don’t want to know your answer, I want to know how you figured it out or how you know.

Student: There’s 5 on the top and 2 on the bottom and that’s the same way as the first one but there’s 5 right there and there’s one, two, three right there

[00:04:51]
Teacher: So you’re saying this is the same as the first image that we looked at? Five and 3, 5 on the top and 3 on the bottom. Oh, I like how you made that connection, nice job.

[00:05:00]
To wrap up Quick Images I always just kind of state what the purpose was for the day. So today the purpose was different combinations to 8.

Teacher: So how many are here again?

Student: Eight

[00:05:11]
Teacher: And we saw 8 today in a lot of different ways. We saw 8 like 5 and 3 and we saw 8, Isaiah counted 2, 4, 6, 8. Lot of 2s. And we saw 8 4 and 4. So we saw 8 lots of different ways today. Nice job.

[00:05:28]
Quick Images for us is a good example of what they mean in the common core by subitizing images or being able to sort images of things up to 10, in any kind of configuration.

² end of transcript

### School Details

Lakeridge Elementary School
7400 South 115th St
Seattle WA 98178
Population: 417

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Stephanie Latimer

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