# Chapter 8: Developing Early Number Concepts and Number Sense

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Chapter 8: Developing Early Number Concepts and Number Sense

## 2. Number Concepts, Quantity, Counting, and Knowing How Many: Daily counting activities in early childhood contribute to emerging math understanding.

### 2.2. Early Counting: Early counting follows a learning trajectory which outlines various levels of thinking. Children should develop verbal counting and attach meaningful quantities to each number.

2.2.1. The Development of Verbal Counting Skills: Learning the number words from one to ten can be difficult because the words are arbitrary. Once children begin to recognize a pattern in the higher numbers, counting becomes easier.

2.2.2. Meaning Attached to Counting Objects: Students may be able to count, but may still not understand that the last number said represents to total amount.

2.2.3. Thinking About Zero: The concept of zero is difficult to understand, so students must be intentionally taught what the number represents.

## 5. Relationships for Number 1 Through 10: One children meaningfully understand counting, they should be introduced to various number relationships. For example: one and two more, one and two less, benchmarks of 5 and 10, and part-part-whole relationships.

### 5.3. Part-Part-Whole Relationships: After students are able to count out quantities, they should be taught to understand number in parts.

5.3.1. Basic Ingredients of Part-Part-Whole Activities: When learning this strategy, students should start with small numbers, and focus on a single number for a long period of time. Students should read the parts aloud and write them down alongside completing various activities.

5.3.2. Part-Part-Whole Activities: Students can mentally or concretely build numbers out of parts, as well as reading the number sentences aloud.

5.3.3. Missing-Part Activities: These activities require students to know the whole amount, and uncover an unknown part. Students must have a base knowledge of part-part-whole activities to complete these tasks. missing-part activities are a precursor for subtraction.