Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.

1. Make it Count
Education Assistant and AEIO
Professional Learning
"A Practical Introduction To Develop
The Understandings Students Need To
Achieve Expected Mathematical
Outcomes"
Presenters:
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Tracey Armstrong Make It Count Swan Valley Cluster Coordinator
Getting it Right Numeracy Swan View Primary
Sharon Lee
Kindergarten Teacher Swan View Primary School

2. Focus
 The mathematics children
need to know to help develop
a deep number sense with a
focus on using mathematical
language associated with
subitising and partitioning.
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3. By the end of the session you will…
 Understand the meaning of subitising and
partitioning and how it helps build students
understanding
 Use a variety of activities with students
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4. Subitising and Partitioning
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5.  What does that mean?
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6. Subitising is ………
 The ability to look at collections
and use numbers to say “how
many “ without counting.
(seeing at a glance)
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7.  To learn to subitise students will need lots of
experiences where they 'hear' the number
word attached to particular collections.
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8. More or Less Game
 Students use comparative language.
 Students hear the number word to match
the collection.
 Students then connect written symbol to
the quantity.
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9. How many can you see
 Use the more cards as flash cards
 Expose a card to your group for only about 1




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second, and then hide it.
First with the correct number takes the card after
they explain how they knew how many.
What did you need to think about to say how
many?
What games could you play with these cards?
What focus questions could you ask?

10. Importance of Subitising
 The students understand the purpose of
numbers is to show "how many".
 Students develop a visual image of
numbers - eg. What does 4 look like?
 Important building blocks for mental
calculations.
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11. Hide the Jellybeans Game
 Record what you see using pictures and tell your
partner.
 Record what you see using words and tell your
partner.
 Record what you see using numbers and
symbols and tell your partner.
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12. Partitioning
What does that mean?
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13. Partitioning
 Partitioning is breaking up a collection
in a number of different ways without
changing how many are in the total
set.
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14. Ten Frame Game
 Students should be encouraged to break
up collections of ten items. Ten frames
help students to begin to see the
importance of 'tens' in our number
system.
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15. Tiny Ten Frames Activity
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16. Number Families
 Break a Number
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 Think boards

17. Building Relationships Between
Numbers.
 Students need to learn that numbers are
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related to each other and belong to “number
families”.
 They should be encouraged to write a number
sentence to represent each partition.
 The = sign means that the numbers on one
side of the sign are equal to the combination
of numbers on the other side.
 Many young students develop the
misconception that the = sign means “the
answer is “ and believe they can only write the
number sentence like 3 + 2 = 5.

18. Number Families
Number Family for 5
0+5=5
5=0+5
5–0=5
1+4=5
5=1+4
5–1=4
2+3=5
5=2+3
5–2=3
3+2=5
5=3+2
5–3=2
4+1=5
5=4+1
5–4=1
5+0=5
5=5+0
5–5=0
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19. Partitioning At A Higher Level
 Having the confidence to partition
larger numbers is a critical building
block for later mathematics learning
as it helps students to:
1.Develop an understanding of place
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value.
2.Use partitioning strategies for
calculations.

20. Where to next……..
Partitioning to Place Value.
47
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OR
74

21. Discussion about the
Mathematics we have learnt.
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