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*Give your scholar opportunities to build a strong foundation for meaningful number sense*

Quick Images II consists of a simple design that tasks the learner with an engaging (and fun!) challenge of recognizing quantities in a limited amount of time. Subitizing is the ability to “instantly see how many” and is a prerequisite skill for computational fluency. The learner must invent strategies that help her to see quantity in flexible ways, since the time limit makes counting all objects inefficient or impossible. Over time, children will decompose numbers to efficiently recognize quantities with the support of various visual models offered. For example, seeing 13 as 6 + 6 + 1 or 5 + 5 + 3 using a rekenrek model, based on its spatial/visual structure.

Quick Images II is not a game with excessive animations, distracting characters, or overstimulating sounds. This app is an instructional tool that can be used at home or in a school setting by educators implementing learning stations within their math workshop. It offers no in-app purchases, nor subscription fees.

*Nine different game modes including visual models such as Ten Frames and Tally Marks
*Recommended for children in grades K-2
*Meets a variety of Common Core State Standards for Mathematics
*Performance data is recorded and accessible within the app
*The amount of time an image is shown can be increased or decreased for differentiation purposes

What’s New

Version 2.11

*Base 10 Block visual model added
*Student performance data is recorded and accessible within the app
*Minor bug fixes for increased stability

Ratings and Reviews

5.0 out of 5
1 Rating

1 Rating

App Privacy

The developer, Tom Patten, has not provided details about its privacy practices and handling of data to Apple. For more information, see the developer’s privacy policy.

No Details Provided

The developer will be required to provide privacy details when they submit their next app update.


  • Family Sharing

    With Family Sharing set up, up to six family members can use this app.

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