Unit Plan 9 (PreK Math): Subitize Small Sets
Recognize how many in small sets (to 3–5) instantly; use dot, domino, finger, and five-frame patterns to match numerals and explain part–part–whole thinking.
Focus: Recognize how many in small sets (to 3–5) without counting; use dot cards, dice/domino patterns, five-frames, and finger flashes to build instant recognition and part–part–whole thinking.
Grade Level: PreK
Subject Area: Mathematics (Counting & Cardinality in Play)
Total Unit Duration: 5 sessions (one week), 20–30 minutes per session
I. Introduction
Children learn to see a small quantity at a glance and say how many without counting by ones. With quick-flash routines, finger patterns, and familiar die/domino layouts, they notice visual chunks and begin to explain what they saw (e.g., “I saw 2 and 1 that makes 3”).
Essential Questions
- How can I tell how many without counting each one?
- Which patterns help me see a number quickly?
- How do parts I notice help me say the whole?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Recognize small quantities (1–3, extend to 5) at a glance in common arrangements.
- Name the quantity using number words and match to a numeral or five-frame.
- Explain what they noticed (e.g., “I saw 2 and 2 for 4”).
- Create their own dot/finger patterns for a target number (≤5).
Standards Alignment — Custom CCSS-style Pre-Kindergarten
- PK.CC.9 — Subitize small sets (to 3–5). Instantly recognizes “how many” in small arrangements (e.g., sees three dots on a die and says “3” without counting). (Aligns to: supports K.CC.4–5 readiness)
- (Supportive) MP.2, MP.6 — Make sense of quantities; attend to precision in naming amounts.
Success Criteria — Student Language
- I can say how many I see right away for small groups.
- I can match what I saw to a numeral or five-frame.
- I can explain the parts I saw that make the whole number.