Section II Fundamental Concepts and Skills Unit 9 Number 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 ©2013 Cengage Learning. All Rights Reserved. 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. 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. 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? ©2013 Cengage Learning. All Rights Reserved. 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 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 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 ©2013 Cengage Learning. All Rights Reserved. Section IV Symbols and Higher-Level Activities Unit 23 Symbols ©2013 Cengage Learning. All Rights Reserved. Number Symbols • Numerals – each represents an amount – each acts as shorthand for recording how many ©2013 Cengage Learning. All Rights Reserved. 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. Examples of Symbol Activities Naturalistic Activities Informal Activities • Children become • During preoperational aware of numerals in period, most activities the environment as should be informal they see them and hear • Observe children as references to them they work with • Children begin using materials after the names of numerals showing children how to use them • Children begin to learn – self-correcting number symbols and materials then use them in play – manipulative materials ©2013 Cengage Learning. All Rights Reserved. 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 ©2013 Cengage Learning. All Rights Reserved.