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Developing Early Number Concepts and Number Sense

Developing Early Number Concepts and Number Sense. Early Counting. Development of Counting Skills Counting involves two separate skills: A child must be able to produce the standard list of counting words in order: “one, two, three, …”

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Developing Early Number Concepts and Number Sense

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  1. Developing Early Number Concepts and Number Sense

  2. Early Counting • Development of Counting Skills • Counting involves two separate skills: • A child must be able to produce the standard list of counting words in order: “one, two, three, …” • The child must be able to connect this sequence in a 1-to-1 manner with the items in the set being counted. Each item must get one and only one count. • Many children come to kindergarten able to count sets of 10 or greater items • Very dependent on home and preschool background • Children need practice counting with blocks or counters that they can move and arrange

  3. Meaning Attached to Counting • Children will learn how to count (matching counting words with objects) before they understand that the last count word indicates the amount of the set (the cardinality of the set). • Most, but not all, children make the cardinality connection by age 4.5 • In a preschool class, in which the children know there are 14 students, it won’t be obvious to the children that they need 14 cookies so that each child can have one. • Show a child a card with 5 to 9 large dots in a row so they can be easily counted. Ask the child to count the dots. • If the count is accurate, ask “How many dots are on the card?” Many children will count again!

  4. Numeral Writing and Recognition • Reading and writing numerals has nothing to do with number concepts! • Traditional instruction: Practice tracing numerals in sand, making with clay, writing in the air, etc. • Calculator “Find and Press”: Say a number and have children press it on the calculator

  5. Counting On and Counting Back • Even after the forward sequence of numbers becomes familiar to children, they are challenged by counting on and counting back. • Activity 1.1 “Real Counting On”

  6. Early Number Sense • Spatial relationships / patterned arrangements • Recognition without counting • Activities 1.2, 1.3 • One and two more / one and two less • More than counting on and back (“knowing” that 7 is 1 more than 6) • Activity 1.4 • Part-part-whole relationships • A number is made up of two or more parts (7 can be thought of as a set of 3 and a set of 4 or a set of 2 and a set of 5) • Activities 1.5 and 1.6

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