• PRE-NUMBER CONCEPTS

    1

    Early learning in mathematics is as vital to a student's mathematical success as early literacy involvement is to a student's success in reading and writing.

  • PRE-NUMBER CONCEPTS

    2

    Children enter school with significant differences in their knowledge of early number concepts.

  • PRE-NUMBER CONCEPTS

    3

    Number sense is sometimes defined as having good intuition about numbers and their relationships.

  • PRE-NUMBER CONCEPTS

    4

    It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.

  • PRE-NUMBER CONCEPTS

    5

    Matching leads to understanding the concept of one-to-one correspondence. When a child passes out cookies, each child in the room gets one cookie.

  • PRE-NUMBER CONCEPTS

    6

    Matching forms the basis for our number system.

  • PRE-NUMBER CONCEPTS

    7

    When a child can create "the same", it then becomes possible to match two sets.

  • PRE-NUMBER CONCEPTS

    8

    This becomes a prerequisite skill for the more difficult tasks of conservation.

  • PRE-NUMBER CONCEPTS

    9

    Children need to look at the characteristics of different items and find characteristics that are the same. Young children usually begin sorting by color before sorting by other attributes.

  • PRE-NUMBER CONCEPTS

    10

    Children look at items and compare by understanding difference, a big/small, hot/cold, smooth/rough, tall/short, heavy/light.

  • PRE-NUMBER CONCEPTS

    11

    At the preschool level children should make comparisons of more, less and same by making visual comparisons.

  • PRE-NUMBER CONCEPTS

    12

    Ordering is foundational to our number system.

  • PRE-NUMBER CONCEPTS

    13

    Children have to be able to put items in an order so they are counted once and only once. Putting items in order is a prerequisite to ordering numbers.