Competent counting requires mastery of a symbolic system, facility with a complicated set of procedures that require pointing at objects and designating them with symbols, and understanding that some aspects of counting are merely conventional, while others lie at the heart of its mathematical usefulness. (Kilpatrick, Swafford, & Findell, p.159)
Many of the mathematical concepts that students learn
in the first few years of school are closely tied to counting.
NS1 demonstrate an understanding of numbers, using
concrete materials to explore and investigate counting, quantity, and number relationships.
Our Hands on Thinking Center now includes manipulatives to support the children in developing number sense and numeration skills such as counting, quantity and representing numbers.
To support the children in developing counting, quantity, and number representation skills, we co-constructed number tiles.
The children began by taking turns labelling tiles from 1 to 10.
Representing the Numbers
The children then took turns representing the numbers
using a variety of different materials.
While the children counted out beads, buttons,
marbles, etc. we emphasized the concept of one-to-one correspondence and using our fingers to touch each object as we counted.
Displaying the Numbers
The number tiles are now displayed at our Hands on Thinking center for the children to refer to during play.