Workshop 2 - Numbers Sense

Number Sense

For my second workshop, we have been introduced to the number sense. Howden,( 1989) defines number sense as having a good intuition about numbers and their relationships. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms. One of the important aspects which comes under number sense is the concept of SUBTIZING. Clements (1999) defines subtising as a stage of development perquisite to counting in which it is a quick process of recognising a number pattern without counting. It is believed that counting does not solely depend on numbers but the subtising itself. Although it provides an early conceptual basic of numbers to young learners, teachers needs to aware it is not yet“knowledge of number”.

In developing student’s conceptual subtising, a “quick guess image” game could be carried out. Teacher sets up students in pairs, in which one student holds up the dot pattern card (the image above), flip it over to his partner in a two seconds or less and the partner needs to guess the number of dots on the card. Apart from that, concentration games is one of the class activities that teacher and students can play together as well. As to challenge the students, the card can come with different arrangement for each number. Have the students in group of four and spread the cards in front of them. The teacher needs to say a number and the students will quickly find a matching card and hold it up.Those who are the quickest will win the game. In relation to my experience in my second workshop, I indeed enjoy the game so much and I think young learners will love them as well.

COUNTING

Counting consists of

- One-to-one principle

- Stable-order principle

- Cardinal principle

- Abstraction principle

- Order-irrelevance principle

Burnett, et al (2007) states that it is indeed crucial for the children to be able to both understand the concept of number, both mentally and with pen and paper.

Suggested class activities and strategies: In developing the sense of number in the children, songs can be integrated in the lesson. The usage of counting song for instance “five little duck” and “ten fat sausages” help the students to have fun and learn at the same time. Those songs are suitable to be taught to young learners as it will fundaments the basic of counting as it involves basic counting from none, which is zero to ten.

*more tips: While carrying out that activity, fingers counting can be integrated as well. For instance, the song indicates there is only four duckling leave, and the students can put up their four fingers to the air. In doing so, teachers will help the students to understand the concept of number four “better”.

" Ten fat sausages song"

- In relation to this skill as well, another suggested activities would be the counting dots ( click here) In this activities, the students need to join the dots together according to the correct sequence of numbers in order to form the correct shape. The students will eventually learn the correct order of numbers as they found enjoyment in doing that.

" The students joins the dot as to form an owl shape"

Forward number word sequence/number word after/backward number word sequence/number word before

- After the students know how to count the numbers, students should be able in seeing the relationship of the concepts of forward number word sequence and backward number sequence. In developing those skills, teachers can give out a number card to each of the students and get them in a row in accordance to the correct sequence of numbers that they have. While the students holding up their numbers, teacher's instruction will be “ those who holds number that come before three, please step forward”. Those holding number two will move forward.

*Tips: to challenge the student’s thinking, instruction like “a number that is three more than five, please step forward”. These concepts give children strategies for basic facts when adding one or two onto a number or subtracting one or two from a number.