Hello Friends,

**Counting**

In order to count, young children will need to learn: number sequence, one-to-one correspondence, and that the last number called when counting objects (a set) tells how many are in the set.

Children usually learn the first numbers 1-20 by rote. Number names like eleven, twelve, and thirteen don't follow a typical pattern like twenty, twenty-one, etc--these can be hard for children to learn and remember.

One-to-one correspondence means that a number name is given to one and only one object in a set that is being counted. The cardinal number is the last number called when all the objects in a set have been counted. That last number tells

*HOW MANY*. When a child counts 4 dinosaurs, she says, "I have 4 dinosaurs" and she doesn't start to count all over again.**Number Sense**

One of the first number ideas that a child displays is the understanding of how many are in a set. Children eaasily develop a sense of number about objects in a small set. Children can look at a group of objects and know how many without even counting. This is called

*subitizing*. Children usually develop their understanding of quantity by counting how many in a set or making a certain set of objects.**Comparisons**

When comparing two sets, children can tell by looking which one is bigger or smaller. At an early age, children can say "one or two more". Fewer or less is not usually in the young child's vocabulary so she will likely say "littler" or "not as much". These words mean the same as fewer or less.

I'm sure you are teaching all of these concepts in your classrooms. Tell us how you do it. Let's talk.

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