As children enter kindergarten, they bring with them many prior experiences, one of them being counting or what we know better as reciting number sequences. This is very similar to children singing the alphabet as it is easy for us to confuse this experience with numerical knowledge. Numerical knowledge has four interrelated aspects that help children develop early number concepts and number sense.

The names and the ordered list of number words**Number sequence.**Counting Objects by saying numbers words in a 1:1 correspondence with the objects**One-to-one correspondence:**Understanding that the last number word said when counting tells tells how many objects have been counted**Cardinality.**Quickly recognizing and naming how many objects are in a small group without counting. Young Children can recognize and name quantities of objects that are less than four without counting (Clements & Sarama, 2007)**Subitizing.**

**of the set or the**

*amount**cardinality*of the set. We can at the same time use

*subtilizing*to emphasize the notion of cardinality and to help emphasize the notion that counting tells “how many.” ( Van de Walle, Lovin, Karp, & Bay-Williams, 2014) So how do we develop number sense?

Number Sense, Developed by Building Number Relationships

Number sense is something that grows and develops over time, Howden (1989) described number sense as a “good intuition about numbers and their relationships. It develops gradually as a result of exploring, visualizing, and relating them” to each other. Number Relationships also has four parts, that will be discussed in another blog post. At a glance, they are:

In essences math lessons must revolve around these 4 aspects and 4 relationships. If we give children these opportunities, they will develop number sense while acquiring a conceptual understanding of mathematics! What it may look like….

Number Sequence & 1:1 Correspondence

**TIP:**

*always start off with concrete lessons, then move on to abstract activities (i.e. worksheets)*If you notice a student can’t clap or jump for each number being said, they’re most likely still struggling with the

*number sequence,*and they will not be able to match counting words with objects, claps, or jumps (1:1 correspondence)

__References:__*Teaching Student-Centered Mathematics.*Developmentally appropriate instruction for grades Pre-K-2. 2nd Ed. USA: Pearson Education.

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Laura Bryant says

Thank you, I'm glad you found this post interesting and useful!! Feel Free to share, my reason for blogging! Happy New Year!