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Developing early number concepts and number sense, decompose- separate…
Developing early number concepts and number sense
promoting good beginnings
Early foundation in mathematics
enhance natural intrest in mathematcs
build on children's experience using familiar concepts
curriculum based on a solid understanding of mathematics and child development
use forma and informal experiences to grow a child's problem solving and reasoning capabilities
offer opportunities for children to explain their thoughts about mathematical concepts
asses children's knowledge and skills through many different forms of assessment.
three foundational areas in mathematics
number core
relations core
the operations core
the number core: quantity, counting, and cardinality
Subitizing
being able to understand that a pattern of objects or dots is a number without counting it (the pattern of a 5 on a die)
counting
development of a relationship between words which relate to a pattern expressed by objects (the word FOUR translating to mean 4 dots on a page)
the understanding of each object is assigned a single word in the set of counting words
understanding that the counting word assigned to an object/pattern contains the previous quantity conveyed by and objects/patterns but increased by 1
if more objects are put into a set that you can continue to cont on from the last number you had for the whole set
Cardinality
the use of counting as a tool for answering questions related to a set of objects
the end of a count is the number of objects in the set (the number of dots on a dice face when counted equals the value/number as a whole)
understanding 0 is having nothing in a set
numeral writing
understanding the symbols for numbers (0,1,2,3...) are another form of expressing the objects in a set/pattern
the relations core
the understanding that numbers and quantities are greater than, less than, or equal to each other
one and two more, one and two less
the idea that numbers can be related to each other by how many objects are missing from one compared to the other
benchmark numbers
understanding that numbers can be related by how far they are from "benchmarks" most importantly 10 and 5
understanding numbers like 8 can be said to be 3 more than 5 or 2 less than 10.
part, part, whole
understanding the concept that numbers can be devided into parts or added into a new number
compose- combining parts into a whole
pre-place value
understanding that the same relationships can apply to numbers past 10
number sense in their world
how to use real world examples to broaden children's ideas and understanding of numbers.
estimation and measurement
allowing students to use the counting to measure length and weight
understanding how to estimate is a hard skill to learn and
use the concepts such as more than or less than to suggest numbers close to the answer.
this is helps students understand how to estimate a number around the answer
represent and interpret data
creating graphs and charts from any data help students connect numbers to different objects
decompose- separate into parts