Students practice subitizing and counting by identifying the total number of dots in each numbered group from 1 to 30.

Let's solve this step-by-step.

This worksheet is from the NYS Common Core Mathematics Curriculum, specifically Lesson 1 Sprint 1.1, which focuses on analyzing and describing embedded numbers (up to 10) using 5-groups and number bonds. The goal is to:

- Count the total number of dots.
- Identify one or two groups (often 5-groups) that make counting easier.

We’ll go through each problem, count the dots, and identify a helpful grouping strategy.

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🔢 Strategy:

Look for groups of 5 or pairs that make counting easier. For example:
- A row of 5 dots = one 5-group.
- Two rows of 5 = 10.
- Extra dots beyond 5 can be added separately.

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✔ Let’s solve each item:

| # | Dots | Total | Grouping Strategy |
|---|------|-------|------------------|
| 1 | ●● | 2 | 2 individual dots |
| 2 | ●●● | 3 | 3 individual dots |
| 3 | ●●●● | 4 | 4 individual dots |
| 4 | ●●●● | 4 | 4 individual dots |
| 5 | ● | 1 | 1 dot |
| 6 | ●●●● | 4 | 4 dots |
| 7 | ●●●●● | 5 | One 5-group |
| 8 | ●●●●● | 5 | One 5-group |
| 9 | ●●●●●<br>● | 6 | 5 + 1 |
|10 | ●●●●●<br>●● | 7 | 5 + 2 |
|11 | ●●●●● | 5 | One 5-group |
|12 | ●●●●● | 5 | One 5-group |
|13 | ●●●●●<br>● | 6 | 5 + 1 |
|14 | ●●●●●<br>●●● | 8 | 5 + 3 |
|15 | ●●●●●<br>●● | 7 | 5 + 2 |
|16 | ●●●●●<br>●●●● | 9 | 5 + 4 |
|17 | ●●●●●<br>●●● | 8 | 5 + 3 |
|18 | ●●●●●<br>●●●●● | 10 | Two 5-groups |
|19 | ●●●●●<br>●● | 7 | 5 + 2 |
|20 | ●●●●●<br>● | 6 | 5 + 1 |
|21 | ●●●●●<br>●●●● | 9 | 5 + 4 |
|22 | ●●●●●<br>●●●●● | 10 | Two 5-groups |
|23 | ●●●●●<br>●●●●● | 10 | Two 5-groups |
|24 | ●●●●●<br>●●● | 8 | 5 + 3 |
|25 | ●●● ●●<br>●●●●● | 10 | 3 + 2 + 5 = 10 → or 5 + 5 |
|26 | ●●●●●<br>●● | 7 | 5 + 2 |
|27 | ●●● ●●<br>●● ●●● | 10 | 3 + 2 + 2 + 3 = 10 → or see as 5 + 5 |
|28 | ●●<br>●● ●●<br>●● ●● | 10 | 2 + 2 + 2 + 2 + 2 = 10 → five 2s |
|29 | ●●<br>●● ●●<br>●● ●● | 10 | Same as above: 5 groups of 2 |
|30 | ●●●<br>●● ●● ●● ● | 10 | 3 + 2 + 2 + 2 + 1 = 10 → or 5 + 5 |

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📝 Final Answers (Write in blank):

| # | Answer |
|---|--------|
| 1 | 2 |
| 2 | 3 |
| 3 | 4 |
| 4 | 4 |
| 5 | 1 |
| 6 | 4 |
| 7 | 5 |
| 8 | 5 |
| 9 | 6 (5+1) |
|10 | 7 (5+2) |
|11 | 5 |
|12 | 5 |
|13 | 6 (5+1) |
|14 | 8 (5+3) |
|15 | 7 (5+2) |
|16 | 9 (5+4) |
|17 | 8 (5+3) |
|18 | 10 (5+5) |
|19 | 7 (5+2) |
|20 | 6 (5+1) |
|21 | 9 (5+4) |
|22 | 10 (5+5) |
|23 | 10 (5+5) |
|24 | 8 (5+3) |
|25 | 10 (5+5) |
|26 | 7 (5+2) |
|27 | 10 (5+5) |
|28 | 10 (5×2) |
|29 | 10 (5×2) |
|30 | 10 (5+5) |

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💡 Key Concept:

This exercise teaches number composition using 5-groups, which helps students build fluency with numbers up to 10 by recognizing patterns and subitizing (quickly seeing how many without counting).

For example:
- Seeing "5 + 2" instead of counting 7 dots makes mental math faster.
- Recognizing 10 as two 5-groups supports understanding of place value.

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✔ Answer Summary:
The student should write the total number of dots and identify a group (e.g., “5 + 2”) that makes it easier to find the total.

Example:
For #9: Write 6, and note: *5 + 1*
For #18: Write 10, and note: *5 + 5*

This builds foundational skills for addition and number sense.

Let me know if you'd like a printable version with answers filled in!