# Number Sense

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Number Sense

## 2. One-to-one Correspondence

### 2.2. Provide objects for students to manipulate while counting (blocks or counters).

2.2.1. Count objects from left to right, move objects as they count, touch them as they say each number word. (p. 118)

2.2.2. Build understanding of zero.

2.2.2.1. No objects in a set.

### 2.3. Relate to classroom experiences.

2.3.1. Number of napkins needed for class snack.

## 3. Cardinality

### 3.2. "How many do you have in all?"

3.2.1. New quantity is the result of itself and all previous quantities.

## 5. Relations Core

### 5.1. Less/More = Related

5.1.1. Less exposure to "less than" leads to more difficulty.

5.1.2. Connect "less" to better-known concept of "more".

5.1.3. Use objects + make connections.

5.1.3.1. Stack counters to represent how they are the same (p. 124).

### 6.2. Results in flexible thinking.

6.2.1. Indicated by multiple representations and uses of numbers.

## 7. Number Relationships

### 7.1. One-to-one correspondence is furthered to develop strategies that emphasize number relationships.

7.1.1. One/two more/less

7.1.1.1. Counting on

7.1.2. Benchmark numbers

7.1.2.1. Frames

7.1.2.1.1. Share strategies!

7.1.3. Part-part-whole

7.1.3.1. Quantity in terms of its parts.