Bonnie Palmer

10/27/14
PreK-2 Ch. 8

Numbers and Counting

Early experiences in counting begin to
develop a child's understanding of
number and counting

Number Relationships

More, Less, Same- identify whether the number of objects in

one group is greater than, less than, or equal to the number
of objects in another group

4 aspects of early numerical knowlege

1. Number Sequence- names and
ordered list of numer words
2. One-to-one correspondencecounting objects by saying number
word for each object
3. Cardinality- last number word said
when counting is the quantity of
objects counted
4. Subitizing- recognizing how many
objects are in a small group without
counting

4 realtionships that children can develop with numbers

1. Spatial relationships- recognize patterned relationships
and know how many without counting, ex: dot plates
2. One and two more, one and two less- ex: 7 is 1 more
than 6 and 2 less than 9
3. Anchors or "benchmarks" of 5 and 10- relating numbers
to 5 and 10, ex: 8 is 5 and 3 or 2 away from 10
4. Part-part-whole relationships- focusing on a quantity
based on its parts, ex: 6 and 3 is 9, forerunner to addition
and subtraction

Counting and Cardinality

-learn counting words up to a given
number before they can count objects
or tell the number of objects
-easiest for students to count opbjects
when they are in a line and by pointing
at or moving the objects
-the number of objects counted is the
same no matter the order counted or
arrangement of objects
Types of Counters
1. Emergent- unable to count a
collection of objects
2. Perceptual- can count a collection of
objects if all are able to be seen, starts
at 1
3. Figurative- can count a collection of
objects even if the objects are blocked
from few, starts at 1
4. Counting-on- can start counting
from a given number other than 1
5. Non-count-by-ones- partitions and
combines the numbers involved

Number relationships can be constructed through word

problems

3-5 Ch. 11 p. 177-179

Inventive Strategies in Addition and Subtraction
Models: split strategy (decomposition), jump strategy
(counting on or counting back), and shortcut strategy
(compensation)
Adding multidigit numbers: add tens, add ones, then
combine; add on tens, then add ones; move some to
make tens; use a nice number and compensate
Subtracting by counting up: emphasizes place value
Take-away subtraction: strategy that comes to mine for
students who have been taught the standard algorithm

PreK-2 Ch. 15 p. 286-293 and 3-5 Ch. 16 p. 228-240

Time

Hard to comprehend because time cannot be seen or felt

Make comparisons of events that have different durations (use a variety of events or activities that take
seconds, minutes, and hours)
Learning to tell time has little to do with time measurement
Time provides a good context for adding and subtracting numbers
Timeanalog and Digital Clocks and TimeMatch Clocks and What Time Will It Be?at the National Library of
Virtual Manipulatives
Activity 15.16
Money
Recognizing coins
Identifying and using the value of coins
Counting and comparing sets of coins
Creating equivalent coin collections
Selecting coins for a given amount
Making change
Solving word problems involving money
Coin Box applet found at Illuminations on NCTMs website
Money applet at NLVM
Activity 15.17-15.20