- Teach counting using finger, toys, blocks, anything that can be held and moved around
- Compare using less, same and more
- Have students make set of less, same and more
- Use games to help develop counting skills
- Connect the word with the visual number
- Two is 2
Relationships among Numbers 1-10
- Patterned sets:
- This relationship deals with children recognizing patterns of numbers without having to count them. I good example are the numbers patterns on dice. One activity for this would be to make dot plates with patterns of numbers from 1-10 on each plate. Have the children get familiar with the patterns, once they are then play a game where you hold up a plate for a short period of time and the first child to tell you the number of dots wins. This could be done in two teams with two children going against each other at once or as an individual activity.
- One and two more, one and two less:
- This strategy involves the children being able to recognize the relationships of numbers that are one or two away from each other. If given the number 4, the child should be able to tell you that 6 is two more and 3 is one less without having to put too much thought into it. An activity to do to help with this concept is to have the children get into groups. Each group is given 10 counters, a cup, a deck of cards #’s 3-10, and a deck of cards with 1 less, 2 less, 1 more, 2 more, and zero written on them. The first child will draw a number card and put that number of counters in the cup. The second child will draw from the one and two more, one and two less pile. They will complete the action and then the children will guess how many counters are still in the cup.
- Anchors or “benchmarks” of 5 and 10:
- The number 10 plays a big role in our numerical system. Children need to learn the relationship between 5 and 10 and how they anchor the number system. One activity to help them see this relationship is to use the 5 frame and 10 frames in order to discover relationships between these anchors. In the 5 frame the children are only allowed to use 5 counters. When they remove a counter from the frame have them talk about the relationship between the number of counters and the number of frames. Once they have a grasp on 5 frames they can start to use 10 frames in the same way.
Relationships for numbers 10-20
- The idea of the tens as a set of ten and some more
- In order to develop this concept with children they need to be able to play with the numbers. I like the idea of having a chart with 20 squares in two rows of ten, then giving the child 20 counters. Give them numbers to represent on the chart. See if they can make the connection. This can be a very guided exercise, but pointing out the sets of tens can help them see that teens are a set of ten plus some.
- Extension of the one-more/one-less concept of the tens
- With this idea the child will need to understand that teens are a set of ten and some more numbers. You can then show them the connection of if 6 is one more than 5 then 16 is one more than 15.
Games
http://mathwire.com/games/numbsensegames.html
Worksheets
http://www.math-drills.com/numbersense.shtml
Resource for Additional Information
http://topnotchteaching.com/experts/guide-to-develop-number-sense/
Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2010). Elementary and middle school mathematics: Teaching developmentally (7th ed.). Boston, MA: Pearson
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