Session 1 [22 August 2011] - Number Sense

A teacher of mine once told me “this addition worksheet is too difficult. My children cannot count”. At that point in time, I wonder why the children cannot count. I thought perhaps the children have not grasped the concepts of counting or they have not got the awareness of the meaning behind the numbers.

As I reflect on today’s lesson, I learnt that there are 4 pre-requisite to counting:

1. Classify
2. Rote counting
3. One to one correspondence
4. Appreciate last number counted


These 4 pre-requisite are the foundations of early mathematical concepts. Hence it is important that teachers provide opportunities and concrete materials for children to experience hands-on activities that will help to develop these skills and enhance school readiness.

One important model that I have learnt is the ten-frame model which allows children to think of number in relation to 10. For example, provide children with about 10 counters. Have them place 6 counters on the ten-frame. Teacher may ask: How can you make 6 on the ten-frame? Can you show me a different way to make 6 on the ten-frame? I believe this activity will help children to make representations for numbers 1 to 10, practice counting by adding on or taking away  the required number. How the children are using the ten-frame provides teachers with insights into their number concepts development.

As teachers, we need to help children to understand the different uses for numbers, to help them to develop multiple ways of thinking about and representing numbers so that they will have the ability to count accurately, count on from a specific number as well as count back, and to see relationships between numbers. Gradually, children will develop number sense as they continue “to explore numbers, visualizing them in a variety of context and relating them in ways that are not limited by traditional algorithms”(Howden 1989).