Introductory Number Sense (new curriculum k-2), Introduction au sens du nombre (nouveau programme de la maternelle à la 2e année) Flashcards
(40 cards)
How many = what ________
What is the term for the number of objects in a set; can be represented by objects, pictures, words, and numerals.
How do you determine this number of objects in a set?
Combien = quelle ______
Quel est le terme pour désigner le nombre d’objets dans un ensemble ; il peut être représenté par des objets, des images, des mots et des chiffres.
Comment déterminer ce nombre d’objets dans un ensemble ?
quantity
Quantity can be determined by counting and is always counted using the same sequence of words that come in an unchanging (stable) order. E.g. 2 is always one greater than 1, and this does not change.
You can begin counting at any number, but quantity is most easily determined by new students to math by counting by ones and using the final number said. You can skip count by counting in twos for example, which is faster than counting by ones, and as you grow you will have many ways of determining quantity, including multiplication based on the pattern you see in the objects.
With money it is common to skip count in 25s, since we have a physical coin that is 25 cents. You will notice that the skip count you choose will depend on how the objects are grouped.
You can also “subitize” which means recognizing smll quantities at a glance. For example, you can immediately see 5 without having to count each object. Putting objects into small arrangements where they can be subitized can help you count larger numbers.
quantité
La quantité peut être déterminée en comptant et est toujours comptée en utilisant la même séquence de mots qui viennent dans un ordre immuable (stable). Par exemple, 2 est toujours un plus grand que 1, et cela ne change pas.
On peut commencer à compter à partir de n’importe quel nombre, mais la quantité est plus facilement déterminée par les nouveaux élèves en comptant par 1 et en utilisant le nombre final dit. Vous pouvez sauter le comptage en comptant par deux, par exemple, ce qui est plus rapide que de compter par un, et au fur et à mesure que vous grandirez, vous aurez de nombreuses façons de déterminer la quantité, y compris la multiplication basée sur le modèle que vous voyez dans les objets.
Avec l’argent, il est courant de compter par bonds de 25, puisque nous disposons d’une pièce de 25 cents. Vous remarquerez que le saut de comptage que vous choisissez dépend de la façon dont les objets sont groupés.
Vous pouvez également “subitiser”, c’est-à-dire reconnaître de petites quantités d’un seul coup d’œil. Par exemple, vous pouvez immédiatement voir 5 sans avoir à compter chaque objet. Le fait de placer les objets dans de petits arrangements où ils peuvent être subitisés peut vous aider à compter des nombres plus importants.
directly from Latin quantitatem (nominative quantitas) “relative greatness or extent,” coined as a loan-translation of Greek posotes (from posos “how great? how much?”) from Latin quantus “of what size? how much? how great? what amount?,” correlative pronominal adjective (from PIE root *kwo-, stem of relative and interrogative pronouns).
A symbol or group of symbols used to represent a number
Symbole ou groupe de symboles utilisé pour représenter un nombre
numeral
un numéral
1520s, “word expressing a number,” from French numéral (15c.), from Late Latin numeralis “of or belonging to a number,” from Latin numerus “a number” (see number (n.)). Meaning “figure or character standing for a number” is from 1680s. As an adjective, “expressing number,” from late 14c.
Old English numerals past 20 (e.g. seofan and twentig) were formed as in modern German; the modern English pattern likely is from influence of French (vingt-sept).
How do you represent the absence of quantity?
Comment représenter l’absence de quantité ?
absence = “state of not being present,” late 14c., from Old French absence “absence” (14c.), from Latin absentia, abstract noun from absentem (nominative absens), present participle of abesse “be away from, be absent,” from ab “off, away from” (see ab-) + esse “to be” (from PIE root *es- “to be”)
0
Places that have no value within a given number use zero as a placeholder.
0
Les lieux qui n’ont pas de valeur à l’intérieur d’un nombre donné utilisent le zéro comme substitut.
value = from Old French value “worth, price, moral worth; standing, reputation” (13c.), noun use of fem. past participle of valoir “be worth,” from Latin valere “be strong, be well; be of value, be worth” (from PIE root *wal- “to be strong”).
the type of number that can represent an object in a set
= {1, 2, 3, …}
le type de nombre qui peut représenter un objet dans un ensemble
= {1, 2, 3, …}
The counting numbers are called natural numbers.
Les nombres à compter sont appelés nombres naturels.
natural = from Old French naturel “of nature, conforming to nature; by birth,” and directly from Latin naturalis “by birth, according to nature,” from natura “nature”
nature = from Old French nature “nature, being, principle of life; character, essence,” from Latin natura “course of things; natural character, constitution, quality; the universe,” literally “birth,” from natus “born,” past participle of nasci “to be born” (from PIE root *gene- “give birth, beget”).
What are the values of the places in a four-digit natural number?
Quelles sont les valeurs des places dans un nombre naturel à quatre chiffres ?
thousands, hundreds, tens, ones
milliers, centaines, dizaines, unités
thousand = Old English þusend, from Proto-Germanic *thusundi (source also of Old Frisian thusend, Dutch duizend, Old High German dusunt, German tausend, Old Norse þusund, Gothic þusundi). This is reconstructed as *thus-hund-, from a PIE compound meaning “indefinite great number, great multitude” and etymologically “great hundred, swollen hundred.”
hundred = from Proto-Germanic *hunda-ratha- (source also of Old Frisian hundred, Old Saxon hunderod, Old Norse hundrað, German hundert); first element is Proto-Germanic *hundam “hundred” (cognate with Gothic hund, Old High German hunt), from PIE *km-tom “hundred,” reduced from *dkm-tom-
ten = Old English ten (Mercian), tien (West Saxon), adjective and noun, from Proto-Germanic *tehun (source also of Old Saxon tehan, Old Norse tiu, Danish ti, Old Frisian tian, Old Dutch ten, Dutch tien, Old High German zehan, German zehn, Gothic taihun “ten”), from PIE root *dekm- “ten.”
one = from Old English an (adjective, pronoun, noun) “one,” from Proto-Germanic *ainaz (source also of Old Norse einn, Danish een, Old Frisian an, Dutch een, German ein, Gothic ains), from PIE root *oi-no- “one, unique.”
number line
droite numérique
- you can plot points on it
- each real number has exactly one point on the number line (a given real number can only be plotted in one spot, not anymore than that)
- on peut y tracer des points
- chaque nombre réel a exactement un point sur la droite numérique (un nombre réel donné ne peut être tracé qu’à un seul endroit, pas plus)
line = a Middle English merger of Old English line “cable, rope; series, row, row of letters; rule, direction,” and Old French ligne “guideline, cord, string; lineage, descent” (12c.), both from Latin linea “linen thread, string, plumb-line,” also “a mark, bound, limit, goal; line of descent,” short for linea restis “linen cord,” and similar phrases, from fem. of lineus (adj.) “of linen,” from linum “linen” (see linen).
The 6 in this natural number represents what value?
6234
Le 6 de ce nombre naturel représente quelle valeur ?
6234
The 6 is in the thousands place, so there are six one thousands, so the 6 represents six thousand.
Digit = 6
Place value = 1000
Value = 6000
Le 6 est à la place des milliers, il y a donc six mille, le 6 représente donc six mille.
Chiffre = 6
Valeur de place = 1000
Valeur = 6000
digit = from Latin digitus “finger or toe” (also with secondary meanings relating to counting and numerals), considered to be related to dicere “to say, speak” (from PIE root *deik- “to show,” also “pronounce solemnly”)
value = from Old French value “worth, price, moral worth; standing, reputation” (13c.), noun use of fem. past participle of valoir “be worth,” from Latin valere “be strong, be well; be of value, be worth” (from PIE root *wal- “to be strong”).
place = from Medieval Latin placea “place, spot,” from Latin platea “courtyard, open space; broad way, avenue,” from Greek plateia (hodos) “broad (way),” fem. of platys “broad,” from PIE root *plat- “to spread.”
The 2 in this natural number represents what value?
1234
Le 2 de ce nombre naturel représente quelle valeur ?
1234
The 2 is in the hundreds place, so there are 2 hundreds, so the 2 represents two hundred.
Le 2 est à la place des centaines, il y a donc 2 centaines, le 2 représente donc deux cents.
The 3 in this natural number represents what value?
1234
Le 3 de ce nombre naturel représente quelle valeur ?
1234
The 3 is in the tens place, so there are 3 tens, so the 3 represents thirty.
Le 3 est à la place des dizaines, il y a donc 3 dizaines, le 3 représente donc trente.
What is the value of the 4 in the following natural number?
1234
Quelle est la valeur du 4 dans le nombre naturel suivant ?
1234
The 4 is in the ones place, so there are 4 ones, so it represents four.
Le 4 est à la place des 1, il y a donc 4 1, il représente donc 4.
What is the name for the number set that includes the natural numbers {1,2,3,….} and 0.
Quel est le nom de l’ensemble de nombres qui comprend les entiers naturels {1,2,3,….} et 0.
whole number
All of these can be plotted on a number line
nombre entier
Tous ces éléments peuvent être représentés sur une droite numérique.
whole = Middle English hole, from Old English hal “entire, whole; unhurt, uninjured, safe; healthy, healed, sound; genuine, straightforward,” from Proto-Germanic *haila- “undamaged” (source also of Old Saxon hel, Old Norse heill, Old Frisian hal, Middle Dutch hiel, Dutch heel, Old High German, German heil “salvation, welfare”), from PIE *kailo- “whole, uninjured, of good omen” (source also of Old Church Slavonic celu “whole, complete;
Count by ones up to 100
Compter par un jusqu’à 100
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
….
89
90
91
92
93
94
95
96
97
98
99
100
skip count by 20s up to 1000
Sauter le compte par 20s jusqu’à 1000
20
40
60
80
100
120
140
160
180
200
220
240
260
280
300
320
…
920
940
960
980
1000
skip count by 25s up to 1000
Sauter le compte par 25s jusqu’à 1000
25
50
75
100
125
150
175
200
225
250
…
875
900
925
950
975
1000
skip count by 50s up to 1000
Sauter le compte par 50s jusqu’à 1000
50
100
150
200
250
300
350
…
800
850
900
950
1000
skip count by 2s up to 1000
compter par 2 jusqu’à 1000
2
4
6
8
10
12
14
16
18
20
22
…
98
100
102
104
106
108
110
112
….
888
890
892
894
896
898
900
902
…
980
982
984
986
988
990
992
994
996
998
1000
skip count by 10s
sauter le comptage par 10
10
20
30
40
50
60
70
80
100
110
120
….
820
840
860
880
900
920
940
960
980
1000
skip count by 10s starting at 12; up to 1000 but not over 1000
compter par bonds de 10 en commençant par 12 ; jusqu’à 1000 mais pas plus de 1000
12
22
32
42
52
62
72
82
92
102
…
902
912
922
932
942
952
962
972
982
992
Partitioning a quantity into a certain number of groups
Répartition d’une quantité en un certain nombre de groupes
sharing
division is a specific example of sharing where the specific number groups also have an equal number within the group
partage
la division est un exemple spécifique de partage où les groupes de nombre spécifique ont également un nombre égal au sein du groupe
“to apportion to someone as his share; to apportion out to others; to enjoy or suffer (something) with others,” from share (n.1). The meaning “to divide one’s own and give part to others” is recorded from 1590s; also “have a part, get one’s portion;” also, of two or more, “to each take a portion.”
Partitioning a quantity into groups of a certain size
Répartition d’une quantité en groupes d’une certaine taille
grouping
regroupement
grouping = “act, process, or result of arranging in a group,” 1748, verbal noun from group (v.).
group = 1690s, originally an art criticism term, “assemblage of figures or objects forming a harmonious whole in a painting or design,” from French groupe “cluster, group” (17c.), from Italian gruppo “group, knot,” which probably is, with Spanish grupo, from a Germanic source, from Proto-Germanic *kruppaz “round mass, lump,” part of the general group of Germanic kr- words with the sense “rounded mass”
Count backwards from 20
Compter à rebours à partir de 20
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
skip count by 5s up to 100
compter par 5 jusqu’à 100
5
10
15
20
25
30
35
…
80
85
90
95
100
All natural numbers are either even or _________.
Tous les nombres naturels sont soit pairs, soit _________.
[odd]
even = you can evenly make groups of two without any left over
odd = one more than even, so you will have one left over if you try to make groups of two
[impairs]
pair = vous pouvez faire des groupes de deux sans qu’il en reste.
impair = un de plus que pair, il en restera donc un si vous essayez de faire des groupes de deux
odd = c. 1300, odde, “constituting a unit in excess of an even number,” from Old Norse oddi “third or additional number,” as in odda-maðr “third man, odd man (who gives the casting vote),” odda-tala “odd number.” The literal meaning of Old Norse oddi is “point of land, angle” (related via notion of “triangle” to oddr “point of a weapon”); from Proto-Germanic *uzdaz “pointed upward” (source also of Old English ord “point of a weapon, spear, source, beginning,” Old Frisian ord “point, place,” Dutch oord “place, region,” Old High German ort “point, angle,” German Ort “place”), from PIE *uzdho- (source also of Lithuanian us-nis “thistle”). None of the other languages, however, shows the Old Norse development from “point” to “third number.” Used from late 14c. to indicate a surplus over any given sum.
even = Old English efen “level,” also “equal, like; calm, harmonious; equally; quite, fully; namely,” from Proto-Germanic *ebna- (source also of Old Saxon eban, Old Frisian even “level, plain, smooth,” Dutch even, Old High German eban, German eben, Old Norse jafn, Danish jævn, Gothic ibns).
What are examples of comparison words of quantity?
Quels sont les exemples de mots de comparaison de quantité ?
Relative quantities:
- more, greater than, >
- less, less than, <
- same, equal, =, equality
- different, not equal, ≠, inequality
Purpose or need:
- enough
- not enough
Quantités relatives :
- plus, plus grand que, >
- moins, moins que, <
- même, égal, =, égalité
- différent, pas égal, ≠, inégalité
But ou besoin :
- assez
- pas assez
