unit 3 Flashcards
(41 cards)
What is Procedural Counting?
Saying numbers in the correct order like a rhyme. Example: “One, two, three, four…”
What does the Stable Order Principle mean?
Numbers must always go in the same order when we count. Example: You must say “one, two, three,” not “one, three, two.”
What is the One-to-One Principle in counting?
Say one number for each object when counting. Example: Touch each apple and say “one, two, three.”
What is Rational Counting?
The last number you say tells you how many things there are. Example: Count 5 blocks — the number 5 is the total.
What does Counting On mean?
Start from a number and keep counting forward. Example: Start from 3 and count: 4, 5, 6.
What is Skip Counting?
Counting by jumping numbers. Example: “2, 4, 6, 8” (counting by twos).
What is One-to-One Correspondence?
Saying one number for each object. Example: Touch one sweet and say “one,” then “two,” and so on.
What are Ordinal Numbers?
Numbers that tell the position or place. Example: First, second, third.
What is Subitising?
Seeing how many things there are without counting. Example: See 3 dots and know it’s 3.
What is Conservation of Number?
The number stays the same even if things are moved or spread out. Example: 5 apples in a line or in a circle are still 5 apples.
What are Cardinal Numbers?
Numbers that tell us “how many.” Example: You count 4 balls – 4 is the cardinal number.
What is Computation?
Doing sums: adding, subtracting, dividing, multiplying. Example: 2 + 3 = 5.
What is Problem-Solving in math?
Thinking and finding an answer using strategies like drawing, using objects, or trying again.
What are the three principles children must understand before developing counting skills?
- Stable-order principle 2. One-one principle 3. Abstraction principle
Stable-Order Principle - Explanation
Children use counting words before they know the correct sequence. They may repeat or skip numbers. This is a good time to introduce number rhymes.
What is the stable-order principle in counting?
Number names follow a fixed, correct sequence (e.g., 1, 2, 3…). Children must learn to say them in the right order.
What is a sign that a child is still learning the stable-order principle?
They say numbers out of order (e.g., “1, 2, 3, 6, 7, 8, 9, 10”) or repeat the same numbers.
How can teachers support the stable-order principle?
Use number rhymes and songs to reinforce the correct counting sequence.
One-One Principle - Explanation
This links to the pre-number concept of one-to-one correspondence. Young children may skip or double-count objects and haven’t learned to match number names to single items.
What is the one-one principle in counting?
Each number word must match exactly one object being counted—one-to-one correspondence.
What is a sign that a child has not yet mastered the one-one principle?
They skip objects or count the same object more than once.
Why is the one-one principle important?
It connects counting to the idea of quantity and prepares children to understand cardinality (the last number counted tells ‘how many’).
Abstraction Principle - Explanation
Learners should count groups made up of the same or different objects. They need to understand that all items can be counted, regardless of type.
What is the abstraction principle in counting?
Children can count any collection of items, even if they are different (e.g., toys, blocks, and stones together).
