# Subitising dice patterns 1-6

ES1 – A thinking mathematically targeted teaching opportunity focussed on matching quantities on dice to numerals

## Syllabus

Syllabus outcomes and content descriptors from Mathematics K–10 Syllabus © NSW Education Standards Authority (NESA) for and on behalf of the Crown in right of the State of New South Wales, 2023

• MAO-WM-01
• MAE-RWN-01
• MAE-RWN-02
• MAE-CSQ-01
• MAE-CSQ-02

## Collect resources

You will need:

• pencils or markers

## Watch

Watch the video and follow along (9:07).

Explore subitising using numerals and dice patterns.

### Transcript of Subitising dice patterns

(Duration: 9 minutes and 7 seconds)

[A title over a navy-blue background: Subitising - dice patterns 1-6. 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.

Text over a blue background: What's (some of) the mathematics?]

### Speaker

So what's the mathematics we'll be working on today?

[A title on a white background reads: Today we will

· Practise subitising of dice patterns

· Match numerals to dice patterns]

### Speaker

We are going to be practising our subitising of dice patterns and matching numerals to quantities?

[A title on a white background reads: Why doe this matter?

· As mathematicians, we can represent ideas in lots of different ways. We can use things like:

̵ symbols

̵ diagrams and representations

̵ words

̵ gestures

Next to the point ‘symbols’ is an image of a post-it note with the numeral 5. Next to the point ‘̵diagrams and representations’ is an image of a dice pattern with 5 dots.

Below the points is text that reads: It is important for us to be able to make meaning from, and use, all of these ways of communicating mathematical ideas]

### Speaker

So as mathematicians, it's really important that we learn that we can represent ideas in lots of different ways, like we can use symbols and diagrams, words and gestures. And it's really important that we're able to make meaning from and use all of these different ways of communicating mathematical ideas. So let's get going.

[On a table is a large sheet of white paper. On the sheet is 2 sheets of red paper next to each other with 3 rows of post-it notes labelled from 1 – 6 across them.]

### Speaker

Hello, mathematicians. I hope you were having a glorious day today. Today, we wanted to play around with some subitising again and also start playing around with some of these numerals. And so I have some numbers here, will you read them with me? Excellent. Thank you.

[The speaker points to the first post-it note in the top row. It has the numeral 5.]

### Speaker

So, what numeral is this? Five.

[She points to the first post-it note in the second row. It has the numeral 1.]

### Speaker

[She points to the last post-it note in the first row. It has the numeral 4.]

### Speaker

[She points to the middle post-it note in the first row. It has the numeral 3.]

### Speaker

[She points to the post-it note in the last row. It has the numeral 6.]

### Speaker

[She points to the last post-it note in the second row. It has the numeral 2.]

### Speaker

Two, OK. So I'm going to show you some patterns today that I think you might be familiar with and I'd like you to have a look at them and then tell me how many dots you think you see and then I'd like you to think about which numeral represents that quantity.

So let's get started and then we'll explain as we go along. Alright little mathematicians, eyeballs ready. This is going to be quick because we're subitising. Here we go.

[The speaker holds up a white square with one black dot in the centre. She takes it away.]

### Speaker

How many dots did you see? Would you like to see it again, your eyes weren't ready? Ready, here you go.

[She again holds up the white square with one black dot in the centre. She takes it away.]

### Speaker

Did you see one? Yes, I saw one too.

[She points to each of the post-it notes.]

### Speaker

Now, can you point to the numeral that tells us the number one?

[She points to the first post-it note in the second row with the numeral 1.]

### Speaker

That's right, this is one.

[She puts down the square with 1 dot next to the post-it note.]

### Speaker

Our dot here shows one and this is how we write the numeral one. OK, let's see what else we have.

[She takes away the square.]

### Speaker

[She holds up a white square with three black dots on a diagonal from the bottom left to the top right corner. She takes it away.]

### Speaker

OK, how many dots did you see that time? Would you like to see it again, ready?

[She again holds up the white square with three black dots. She takes it away.]

### Speaker

How many did you see? Yes, three and…

[She points to each of the post-it notes.]

### Speaker

…which of these numerals shows us the number three or represents the quantity three? Can you point to it? Did you point to this one?

[She points to the middle post-it note in the first row with the numeral 3.]

### Speaker

Yes, that's three.

[She places the white square with 3 black dots on the bottom left side of the ‘3’ post-it note.]

### Speaker

Here I have three dots…

[She picks up the ‘3’ post-it note and holds it below the square.]

### Speaker

…and this is the numeral three that represents that quantity.

[She places the post-it note back. She takes away the square.]

[She holds up a white square with 2 black dots on a diagonal from the bottom left to the top right corner. She takes it away.]

### Speaker

OK, how many dots did you see?

Yes, it was two and can you point to the numeral?

[She points to the last post-it note in the second row with the numeral 2.]

### Speaker

Yes, this is two.

[She places the white square with 2 black dots on the left side of the middle row.]

### Speaker

Here we have two dots and it looks like a dice pattern and…

[She picks up the ‘2’ post-it note and holds it below the square.]

### Speaker

…this is the numeral two. This is how we would write it.

[She places the post-it note back. She takes away the square.]

### Speaker

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

### Speaker

How many dots did you see? Four, yes. And which numeral represents four?

[She points to the last post-it note in the first row with the numeral 4.]

### Speaker Yes, this one.

[She places the white square with 4 black dots on the left side of the middle row.]

### Speaker

So here we have four dots…

[She picks up the ‘4’ post-it note and holds it below the square.]

### Speaker

…and here we have the numeral that represents four. Nice spotting little mathematicians. OK, let's go with this one. Are you ready?

[She holds up a white square with 3 black dots running down its left and right sides. She takes it away.]

### Speaker

OK, what did you see? Yes, I can hear you. Six, and which numeral represents six?

[She points to the post-it note in the last row with the numeral 6.]

### Speaker

Yes, this one here.

[She places the white square with 6 black dots on the left side of the middle row.]

### Speaker

So there we have six dots.

[She points to each of the dots on the square.]

### Speaker

Look, two, four, six…

[ She circles the 2 columns of dots with her finger.]

### Speaker

…or one three and another three which is…

[ She circles the 6 dots with her finger.]

### Speaker

…six altogether.

[On the ‘6’ post-it note, she traces the numeral.]

### Speaker

And here we have the numeral six…

[She picks up the ‘6’ post-it note and places it below the square.]

### Speaker

…and that's how we record that quantity using symbols.

[She places the post-it note back. She takes away the square.]

### Speaker

I think I have one more for you little mathematicians, are you ready? OK, here we go.

[She holds up a white square with 4 black dots in each corner and 1 dot in the centre. She takes it away.]

### Speaker

How many dots did you see? Five…

[She points to the first post-it note in the first row with the numeral 5.]

### Speaker

…and yes, this is the numeral for five.

[She places the white square with 5 black dots on the left side of the middle row.]

### Speaker

Here we have five dots and look, it looks like a four…

[ She holds up the ‘4’ square over the ‘5’ square. She moves it to the left and points to the centre dot on the ‘5’ square.]

### Speaker

…with a one in the middle, doesn't it?

Because five is one more than four.

[She takes the ‘4’ square away.]

### Speaker

And the numeral for five…

[She points to the first post-it note in the first row with the numeral 5.]

### Speaker

…yeah, it's this one isn't it.

[She puts down the ‘5’ and ‘4’ squares on the sheet.]

### Speaker

Actually, maybe I'm going to get out all my cards again and you can help me match them.

[She places the ‘dot’ squares on the right side of the sheet. She places the ‘5’ square on the left side of the ‘5’ post-it note.]

### Speaker

So you said this one was five…

[She picks up the ‘5’ post-it note and places it on the square.]

### Speaker

…so I'll use our numeral for five.

[She points to the ‘3’ post-it note. She rearranges the squares across the sheet.]

### Speaker

And here's three, can you point to the three dots for me? Can you see it there?

[She points to the top square on the right side of the sheet.]

### Speaker|

Yeah, there's three.

[She picks up the ‘3’ square and places the ‘3’ post-it note on it.]

### Speaker

So I'll put my numeral for three on my dot pattern for three.

[She places the ‘3’ square next to the ‘5’ square. She rearranges the squares and post-it notes.]

### Speaker

And what about, I'll move these around so they're not quite so jumbled. Oh, OK, I can hear you.

[She picks up the ‘1’ square and places the ‘1’ post-it note on it.]

### Speaker

Yes, this is one.

[She moves the ‘4’ post-it from the first row to the bottom left of the sheet.]

### Speaker

Let's move these guys out of the way.

[She places the ‘1’ square next to the ‘3’ square.]

### Speaker

[She picks up the ‘2’ post-it note.]

### Speaker

Now, where would I find this many?

[She points to the bottom square on the left side of the sheet.]

### Speaker

Yes, there it is, two.

[She picks up the ‘2’ square and places the ‘2’ post-it note on it.]

### Speaker

Join those together because they represent the same quantity.

[She places the ‘2’ square below to the ‘5’ square.]

### Speaker

And what about, where will I find the representation that shows me this many?

[She picks up the ‘4’ post-it note.]

### Speaker

Yeah, this one here looks like a square, doesn't it?

[She points to the second square on the bottom of the sheet. She picks up the ‘4’ square and places the ‘4’ post-it note on it.]

### Speaker

Four because a square has four corners.

[She removes the post-it note.]

### Speaker

One, I'll show you.

[She points to each of dots on the square.]

### Speaker

One, two, three, four and it has four sides, one, two, three, four.

[She points to each side of the square. [She picks up the ‘4’ post-it note and places it on the square. She places the ‘4’ square next to the ‘2’ square.]

### Speaker

So here's the numeral four to represent four.

[She picks up the ‘6’ square and places ‘6’ post-it note on it.]

### Speaker

And the last one, that's right, it's six.

[She places the ‘6’ square next to the ‘4’ square, with the dots running down the side.]

### Speaker

I'll do it like this so it looks like, it does. And now let's read them all together. Are you ready?

[She points to the ‘5’ square.]

### Speaker

Five…

[She points to the ‘6’ square.]

### Speaker

…oh no, I tricked you. Six…

[She points to the ‘2’ square.]

### Speaker

…two….

[She points to the ‘3’ square.]

### Speaker

…three…

[She points to the ‘4’ square.]

### Speaker

…four…

[She points to the ‘1’ square.]

### Speaker

…one. Now, at the moment, they're all jumbled up. I wonder if you can point to them in order of counting from the smallest to the biggest. You have a go and I'm going to listen. Oh, it's tricky when they're out of order, isn't it? But you did some really good thinking.

So one…

[She points to the ‘1’ square.]

### Speaker

…two…

[She points to the ‘2’ square.]

### Speaker

…three

[She points to the ‘3’ square.]

### Speaker

…four

[She points to the ‘4’ square.]

### Speaker

…five

[She points to the ‘5’ square.]

### Speaker

…six.

[She points to the ‘6’ square.]

### Speaker

Let's try backwards. So we're going to start from the biggest number and count backwards. That's right, we would start with six.

[She points to the ‘6’ square.]

### Speaker

Six…

[She points to the ‘5’ square.]

### Speaker

…five…

[She points to the ‘4’ square.]

### Speaker

…four…

[She points to the ‘3’ square.]

### Speaker

…three…

[She points to the ‘2’ square.]

### Speaker

…two…

[She points to the ‘1’ square.]

### Speaker

…one. And you're right, mathematicians…

[She picks up the ‘6’ square, then the ‘5’.]

### Speaker

…it would be easier if we put it in order.

[She places the ‘6’ square on the left of the ‘5’.]

### Speaker

Let's try that from the biggest to the smallest.

[She picks up the ‘3’ square.]

### Speaker

So I have six…

[She puts the ‘3’ square on the bottom of the sheet. She points to ‘6’.]

### Speaker

…that's my biggest number.

[She points to the ‘5’ square.]

### Speaker

Then five is my next biggest number, next smallest number. What comes next as I'm counting backwards.

[She moves the ‘4’ square next to ‘5’.]

### Speaker

Yeah, four.

[She puts the ‘1’ square on the bottom of the sheet next to ‘3’.]

### Speaker

And then what would come next as I count backwards?

[She moves the ‘3’ square next to ‘4’.]

### Speaker

Three.

And what comes before three?

[She moves the ‘2’ square next to ‘3’.]

### Speaker

Two and lucky last would be…

[She moves the ‘1’ square next to ‘2’.]

### Speaker

…one. 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]