Subitising, a quick apprehension of the numerosity of a small set of items, has been found to change from an individual's reliance on perceptual to conceptual processes. In this study, we utilised a constructivist teaching experiment methodology to investigate how the subitising activity of one preschool student, Amy, related to her construction of prenumerical units. Subitising and counting tasks were designed to assess and perturb Amy's thinking relative to her construction of units, and to observe changes in Amy's activity associated with the different tasks. Findings indicate that as Amy's subitising activity changed from perceptual to conceptual, she constructed subitised motor units and subitised figurative units. Implications of this study suggest that the construction of subitised units may support young children's later development of arithmetic units.