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

2. 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 ©2013 Cengage Learning. All Rights Reserved.

3. 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 ©2013 Cengage Learning. All Rights Reserved.

4. 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 ©2013 Cengage Learning. All Rights Reserved.

5. 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 ©2013 Cengage Learning. All Rights Reserved.

6. 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 perceptually 2. 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

7. 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.

8. 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.

9. 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 ©2013 Cengage Learning. All Rights Reserved.

10. Section IV Symbols and Higher-Level Activities Unit 23 Symbols ©2013 Cengage Learning. All Rights Reserved.

11. Number Symbols Numerals –each represents an amount –each acts as shorthand for recording how many ©2013 Cengage Learning. All Rights Reserved.

12. 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 ©2013 Cengage Learning. All Rights Reserved.

13. Examples of Symbol Activities Naturalistic 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 Informal Activities 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 ©2013 Cengage Learning. All Rights Reserved.

14. 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 ©2013 Cengage Learning. All Rights Reserved.