Section II Fundamental Concepts and Skills Unit 9 Number Sense and Counting ©2013 Cengage Learning....

Section IIFundamental Concepts and Skills

Unit 9Number Sense and Counting

©2013 Cengage Learning.All Rights Reserved.

Number Sense: Understanding Number

• Number sense is the concept of– understanding “oneness”, “twoness”, etc.– making the connection between quantities

and counting– understanding more and less– understanding important benchmarks such as

5 and 10 as they relate to other quantities– helping children estimate quantities and

measurements


Counting

• Counting is a skill– assists children in the process of understanding

quantity– provides understanding that the last number named

is the quantity in the group and supports number sense

- Counting includes two operations:• rote counting• rational counting


Two Counting Operations

• Rote counting– reciting the names of numerals in order from

memory

• Rational counting– matching each numeral name in order to an

object in a group


Examples of Number Sense and Counting Activities

Naturalistic Activitiess

• Practicing rote counting

• Use of number in child’s activities: “I have two trucks.”

Informal Activities

• How many ears do you have?

• Put six napkins on each table

• How many cups do you need to give everyone at your table one?

Adult Guided Activitiest

• Use of rhymes, fingerplays, and songs

• Clapping and counting as a group

• Experience with groups of items 0-4

• Group games that require counting

• Sorting small objects


Subitizing• When shown a group, seeing “how many”

instantly• Two types of subitizing:

1. Perceptual subitizing• when shown a group, one can state how many without• counting or grouping• Young children usually learn to subitize up to four items

perceptually2. Conceptual subitizing

• Involves seeing number patterns within a group such as the larger dot patterns on a domino

• Viewer may break the eight-dot pattern down into two groups of four, which makes up the whole

Perceptual subitizing

• Is thought to be the basis for counting and cardinality (understanding the last number named is the amount in a group)

• Develops from counting and patterning and helps develop number sense and arithmetic skills

• Preschoolers can subitize perceptually.

Conceptual subitizing

• Conceptual subitizing for small quantities usually begins in first grade.

• Quantities from one to four or five are the first to be recognized

• Concept of number is constructed bit by bit from infancy through the preschool years and gradually becomes a tool that can be used in problem solving.

Evaluation

• Note answers given by children during adult guided sessions

• Observe children to see if they apply what they know

• Formal evaluation can be done individually

• Collect photos, anecdotes, and checklists for portfolios


Section IVSymbols and Higher-Level Activities

Unit 23Symbols


Number Symbols

• Numerals– each represents an amount– each acts as shorthand for recording

how many


Number Symbol Skills

• Acquired during the preoperational period• Six skills acquired by young children:

– child learns to recognize and verbalize the names of numerals

– child learns to place the numerals in order

– child learns to associate numerals with groups

– child learns that each numeral in order stands for one more than the numeral that comes before it

– child learns to match and make sets of the size the numeral represents

– child learns to write numerals


Examples of Symbol ActivitiesNaturalistic

Activities

• Children become aware of numerals in the environment as they see them and hear references to them

• Children begin using the names of numerals

• Children begin to learn number symbols and then use them in play

InformalActivities

• During preoperational period, most activities should be informal

• Observe children as they work with materials after showing children how to use them

– self-correcting materials

– manipulative materials

Adult Guided Activities

• Activities that include

– number recognition

– sequence and more than one

– association with groups


Assessment and Evaluation

• Does the child show an interest in numerals?

• Does the child use self-correcting materials? – What does he do with them?

• Note which numerals the child can name and if the numerals are named in sequence


Section II Fundamental Concepts and Skills Unit 9 Number Sense and Counting ©2013 Cengage Learning....

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