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• MAE-CSQ-02

(Duration: 5 minutes and 18 seconds)

[A title over a navy-blue background: Subitising - 5. Small font text in the upper left-hand corner reads: NSW Department of Education. In the lower left-hand corner is the white waratah of the NSW Government logo.

A large butcher’s paper covers a table. On top of the paper is a row of cards numbered and labelled from 0-10.]

Speaker

Hello mathematicians, welcome back. We're about to do some subitising, and that means that we're gonna think about how we can answer the question, "How many are there?" by looking and thinking, and without having to count. So today, to help you respond to me, what I'd like you to do is when you think that you know how many, can you point to the word and the symbol that represents that quantity and say it in a big voice for me, too? So let's read these together first.

[She points to the ‘0’ card.]

Speaker

Zero…

[She points to the ‘5’ card.]

Speaker

…five, I know you thought I was gonna go in order. I decided to go in a random today.

[She points to the ‘0’ card.]

Speaker

Zero…

[She points to the ‘5’ card.]

Speaker

…five, what about this one?

[She points to the ‘8’ card.]

Speaker

Eight…

[She points to the ‘1’ card.]

Speaker

…one…

[She points to the ‘3’ card.]

Speaker

…three…

[She points to the ‘6’ card.]

Speaker

…six…

[She points to the ‘2’ card.]

Speaker

…two…

[She points to the ‘7’ card.]

Speaker

…seven. And I think I missed the one that's half of eight or double two

[She points to the ‘4’ card.]

Speaker

…which is four. Would you like to read them in order?

[She points to each card, from left to right, as she counts.]

Speaker

Zero, one, two, three, four, five, six, seven, eight. And let's go backwards this time.

[She points to each card, from right to left, as she counts.]

Speaker

Eight, seven, six, five, four, three, two, one, zero. OK, are you ready? Good. Here we go. Here comes the first one. You tell me how many you see.

[She holds up an orange card. She flips it and reveals 2 white pompoms in the middle of the card. She flips it back and puts it on the table.]

Speaker

How many dots did you see?

Are you pointing? Ready? It's fast.

[She flips the card again. She flips it back and puts it on the table.]

Speaker

How many dots did you see? Two. That's right. There are two dots.

[She points to the pompoms on the card. She takes the card away.]

Speaker

One, two. OK, ready?

[She hold ups a paper plate with 3 rows of pink pompoms. The first row has 1 pompom, the second and third rows have 2 each.]

Speaker

This one.

[She flips it and puts it on the table.]

Speaker

How many dots did you see? Five? Let's check.

[She flips it]

Speaker

Five…

[She points to the ‘5’ card.]

Speaker

…because look four…

[She outlines the bottom 2 rows of the pompoms.]

Speaker

… and one more…

[She points to the first row pompom.]

Speaker

…five, OK.

[She takes the plate away.]

Speaker

What about this one?

[She holds up a square card with 4 black dots in each corner. She flips it and takes it away.]

Speaker

How many dots did you see? Four.

[She points to the ‘4’ card. She holds up the card again and points to the dots.]

Speaker

Yeah, it's like four on a dice pattern, isn't it? OK.

[She takes the card away.]

Speaker

What about this one?

[She hold ups a paper plate with 3 green pompoms set in a triangle. She takes the plate away.]

Speaker

Three.

[She points to the ‘3’ card.]

Speaker

Yes, three.

[She points to the pompoms on the plate. She takes the plate away.]

Speaker

Like a triangle, OK. What about…

[She holds up a pink card with 3 rows of pompoms. The first row has 2 green pompoms, and second and third rows have 2 white pompoms each. She flips it.]

Speaker

…how many dots did you see? Huh, six.

[She points to the ‘6’ card.]

Speaker

And let's look…

[She flips it. She points to the pompoms on the card.]

Speaker

…looks like six on a dice pattern, but you can also see four and two more, OK.

[She takes the card away.]

Speaker

What about this one?

[She hold ups a paper plate with 4 purple pompoms set like a square, with a green pompom in the centre. She flips it.]

Speaker

Huh, five, yes.

[She points to the ‘5’ card. She puts the plate on the table. She points to the pompoms on the plate.]

Speaker

This is also like a dice pattern but the dot here is a different colour.

[She points to the purple pompoms.]

Speaker

So you can see four and one more to see five.

[She moves the plate to the left.]

Speaker

And actually, look …

[She puts down on the table the pink card with 3 rows of pompoms.]

Speaker

…this time we saw four…

[She points to the second and third row white pompoms on the card.]

Speaker

…on dice with..

[She points to the first row pompoms on the card.]

Speaker

…two more.

[She holds up the square card with 4 black dots in each corner.]

Speaker

This, the four on the dice

[She puts it down next to the pink card.]

Speaker

…look, the same square arrangement.

[She points to the dots on the square, the white pompoms on the pink card, and the purple pompoms on the plate.]

Speaker

And this one is…

[She points to the pompoms on the pink card.]

Speaker

four and two more, which is six.

[She points to the pompoms on the plate.]

Speaker

And this one is four and one more which is five, OK…

[She takes the items away.]

Speaker

…let's keep going. What about this one?

[She put downs a paper plate with 1 purple pompom in the centre. She flips it.]

Speaker

One

[She points to the ‘1’ card.]

Speaker

…yes, OK.

[She takes the plate away.]

Speaker

What about this one?

[She put downs a paper plate with 3 red pompoms in the centre. She flips it.]

Speaker

Three…

[She points to the ‘3’ card.]

Speaker

…OK.

What about this one?

[She put downs a paper plate with 3 purple pompoms and 1 green pompom set like a square. She flips it.]

Speaker

How many dots did you see?

[She points to the ‘4’ card.]

Speaker

Four? Let's check.

[She flips it.}

Speaker

Four, because it looks like if I turn it this way…

[She turns the plate to the right.]

Speaker

…yeah, it's like the four on a dice pattern.

[She turns the plate back to the left.]

Speaker

It's a bit wonky, but still four, there's three and one more, which is four. OK, and last one.

[She takes the plate away. She put downs a paper plate with 6 purple set like a triangle.]

Speaker

How many dots are there?

[She flips it.]

Speaker

Oh, would you like to see that again?

[She flips it.]

Speaker

How many dots are there?

[She flips it.]

Speaker

Matter to use your mathematical imaginations.

[She points 3 times in the air, going from left to right.]

Speaker

I think I could see three dots down the bottom…

[She traces a triangle in the air.]

Speaker

…and then a triangle with three dots at the top. So three and three I know combines to make six. And I know that actually…

[She put downs a square card with 6 dots on it, 3 running on each side.]

Speaker

…because of the dice pattern, because look, here's six on the dice, there's three on this side…

[She circles the dots on the left with her finger.]

Speaker

…and three on this side.

[She circles the dots on the right with her finger.]

Speaker

So that makes six, which means every time I see three and three…

[She traces the dots.]

Speaker

…it's always six together.

[She places the square on the right of the plate. She flips the plate.]

Speaker

And look, one two three…

[She points to the pompoms on the card.]

Speaker

…one two three. So, one three, two threes, six. Nice work mathematicians.

[Over a grey background, the red waratah of the NSW Government logo appears amongst red, white and blue circles. Text: Copyright State of New South Wales (Department of Education), 2021.]

[End of transcript]