Learning Number Requires our Children to Recognise Numbers in all their Forms

In learning number, children need to learn the 3 forms number is represented by.

1. Symbol - the actual number form
2. Language - the name and word for the number
3. Concrete/Object - a pictorial form

   

   Using this format, young children will learn the numbers zero through to ten developing a sense of one to one correspondence - knowing each number independent of others. One to one correspondence means a child can point to the number 3, say three and show 3 counters. In early childhood some children may count from 1-10 but randomly point to a number as they say the numbers (which may not be that number) or may even point to one number more than once - here they have not yet developed the one to one correspondence.

   In the early stages of learning about numbers there are many hands on materials and activities which are used to reinforce each number - its symbol, name and representation. Like the alphabet, children may be able to count by rote but it is more important that they can distinguish each number on its own.

   The sequence to learning number follows a pattern to help children develop a good understanding of each number and its place.

   1. The children learn the numbers 0 - 10 with lots of reinforcement with activities and games. Children will compare, sequence, count on and count back to get a understanding of using these numbers.

   2. Base 10 or the concept of tens - this refers to the concept that one ten is also equal to 10 single ones - this is important when getting to much higher numbers. Children use bundling sticks here which can be 10 paddle pop sticks bundled together to make one group of ten.

   3. Learning the 2D (2 digit) numbers 20-99 - Here place value is an important concept to learn. Place value refers to the value of the number determined by its position in the number - whether they be thousands, hundreds, tens or ones. Examples of this include:

      32 = 3 tens 2 ones

      256 = 2 hundreds 5 tens 6 ones

      6727 = 6 thousands 7 hundreds 2 tens 7 ones

      - many activities are needed here to help reinforce the concept as it is important to understand for computation in later years. I will soon include a page that will explain this a little more.

   4. The teen numbers - these can often be a problem due to the irregular language used in the names. Sometimes due to the name and the symbols, numbers can be recorded incorrectly leading to problems. The numbers 11 and 12 are the most problematic as they do not even have 'teen' in the name. With regards to the teen numbers the "teen" means 1 ten but in regards to saying the number you say teen at the end of the name, which can be confusing.
      For example when saying 23, we say twenty three, the twenty (2 tens comes first) however when saying 15, fifteen we say 5 first then the 1 ten(teen) therefore some children may write 51. It can be very confusing - that is why the teens are often left until after all other 2 digit numbers are learned.

   Following this sequence children will move through 3 digit (thousands), 4 digit(ten thousands), 5 digit(hundred thousands), 6 digit(millions) and larger numbers in later years of school.

   Important concepts in learning numbers are comparing, sequencing, renaming, counting on and counting back and rounding numbers. All these concepts help children with estimation, approximation, calculating and checking answers. I have included some definitions and explanations of these concepts to explain.

   Comparing: determining the connection between 2 or more numbers - which is bigger/larger; which is less than or greater than; 1 more than; 10 less than

   Sequencing or Ordering: arranging the numbers in a particular order eg. Order from smallest to largest

   Renaming: this is connected with the concept of place value and it allows numbers to be seen with different value or in a different way. For example 58 can be read as 5 tens and 8 ones but also can be read as 58 ones. 429 can be read as 4 hundreds 2 tens and 9 ones or as 4 hundreds 29 ones or 42 tens and 9 ones or 429 ones. This renaming becomes helpful when doing calculations, estimations and comparisons.

   Rounding:the idea of which whole ten a number is closer to. The easiest way to remember it is to look to the number in the ones place and if 0-4 you round down to the whole ten or if 5-9 you round up to the next whole ten. For example with 27 the number has 2 tens but the 7 ones are closer to 30. With regards to 72 - the number has 7 tens but only 2 ones so it is closer to 70

   A good understanding of number will give your child a good foundation for maths in all of the other mathematic areas.

   Does your child struggle with the understanding of number? Can they tell you the numbers or count to 10 but have trouble with comparing or sequencing numbers? KidsLearningisfun have a range of products catered specifically to help your child with these areas. The Early Number Pack, Number 1-10 cards and the Number Charts all help with the learning of the numbers 1 to ten. For the older child, the Hundreds Square and activities gives your child the ability to see and use numbers to 100.
   
   

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