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Unit 2. PArt 1. Teaching Numbers and Number Sense

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16 views2 pages

Unit 2. PArt 1. Teaching Numbers and Number Sense

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jhonkerviemedina
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© © All Rights Reserved
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Teaching Numbers and Number Sense

The big ideas or major concepts in Number Sense and Numeration are the following:
counting, operational sense, quantity, relationships and representation.
Counting. The following list of concepts is presented to assist teachers understand the
components embedded in the skill of counting. It is not intended to represent a lockstep
continuum that students must follow faithfully.
a. Stable order – the idea that the counting sequence stays consistent; it is always 1, 2,
3, 4, 5, 6, 7, 8, . . . , not 1, 2, 3, 5, 6, 8.
b. Order irrelevance – the concept that counting objects can begin with any object in a
set and the total will remain constant.
c. Conservation – the concept that the count for a particular collection of objects
remains constant regardless of how far apart they are or how close they are.
d. Abstraction – the concept that a quantity can be represented by a variety of objects
(e.g., 5 can be represented by 5 like objects, by 5 different objects, by 5 invisible
things [5 ideas], or by 5 points on a line). Abstraction is a difficult subject to grasp,
although most students quickly grasp it.
e. One-to-one correspondence - refers to the principle that each object being counted
should only receive one count. It is beneficial for children to tag each thing as they
count it and to move the object out of the way as it is counted in the early stages.
f. Cardinality - The notion that the last count of a group of objects represents the total
number of objects in the group is known as cardinality. When asked how many
candies are in the set that he or she has just counted, a youngster who recounts does
not grasp cardinality.
g. Movement is magnitude - The idea that as one moves up the counting sequence, the
quantity increases by one (or whatever number is being counted by), and as one
moves down or backwards in the sequence, the quantity decreases by one (or
whatever number is being counted by) (e.g., in skip counting by tens, the amount goes
up by ten each time).
h. Unitizing – the idea that in the base ten system, objects are grouped into tens once the
count exceeds 9 (and tens of tens once the count exceeds 99), and that this grouping
of objects is indicated by a 1 in the tens place of a number once the count exceeds 9
(and by a 1 in the hundreds place of a number once the count exceeds 99).
Now here are some instructional strategies we can use in teaching counting:

Grade 1 Grade 2 Grade 3


providing opportunities to experience counting in engaging and relevant situations in
which the meaning of the numbers is emphasized and a link is established between the
numbers and their visual representation as numerals. Especially important is the
development of an understanding that the numeral in the decades place represents 10 or a
multiple of 10 (e.g., 10, 20, 30, 40, . . . ).
using songs, chants, and stories that emphasize the
counting sequences of 1’s, 2’s, 5’s, and 10’s, both forward
and backwards and from different points within the
sequence, especially beginning at tricky numbers (e.g.,
29);
providing opportunities to providing opportunities to providing opportunities to
engage in play-based engage in problem solving engage in problem solving
problem solving that that involves counting in contexts that encourage
involves counting strategies strategies; students to use grouping as
(e.g., role-playing a bank; a counting strategy (e.g.,
shopping for groceries grouping objects into 2’s,
for a birthday party); 5’s, 10’s, 25’s);
providing opportunities to participate in games that emphasize strategies for counting
(e.g., games that involve moving counters along a line or a path and keeping track of the
counts as one moves forward or backwards). These games should involve numbers in the
decades whenever possible (e.g., games using two-digit numbers on a hundreds carpet);
building counting activities into everyday events (e.g., lining up at the door; getting ready
for home);
using counters and other manipulative materials, hundreds charts or carpets, and number
lines (vertical and horizontal) in meaningful ways, on many different occasions;
continuing to build up their providing support to help students recognize the various
understanding of 5 and 10 counting strategies
as anchors for thinking for counting larger numbers (e.g., counting by 100’s from
about all other numbers; 101, 201, 301, . . . ).
providing support to help providing support to help
students recognize the students sketch a blank
various counting strategies. number line that will
facilitate counting to solve a
problem (e.g., to solve
23+36, they count
23, 33, 43, 53 on the
number line and then add
the remaining 6 from the
36 to make 59).

Operational Sense. Addition, subtraction, multiplication, and division are among operations that
students with operational sense understand. They are able to perceive the connections between
these activities and use them successfully in real-life circumstances.

Understanding the Properties of the Operations

Teachers must recognize the properties of operations while teaching them to pupils,
which they may explain with examples and which kids at this grade level intuitively
comprehend. Students in these grades do not need to know the names of the properties. Rather,
these are inherent qualities that youngsters employ when combining numbers.

The properties of addition include:


• the commutative property (e.g., 1+2=2+1)
• the associative property [e.g., (8+9)+2 is the same as 8+(9+2)]
• the identity rule (e.g., 1+0=1)

The properties of subtraction include:


• the identity rule (1 – 0=1)
The properties of multiplication include:
• the commutative property (e.g., 2 x 3=3 x 2)
• the associative property [e.g., 5 x (2 x 6) is the same as (5 x 2) x 6]
• the identity property of whole-number multiplication (e.g., 3 x 1=3)
• the zero property of multiplication (e.g., 2 x 0=0)
• the distributive property [e.g., (2+2) x 3=(2 x 3)+(2 x 3)]
The properties of division include:
• the identity property (e.g., 5÷1=5)

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