Early Numeracy: Words, Symbols, and Quantities

Overview

Learning Goal

 Develop knowledge for number word sequences, numerals, quantitative patterns, and quantifying collections

Learning Goal Description

Early numeracy learning includes foundation skills relating to three aspects of number knowledge: (a) Verbal – the “spoken and heard” aspect that includes number words, or number names, and the sequence of number words forwards and backwards, (b) Symbolic – the “written and read” aspect that includes recognizing and identifying numerals, and (c) Quantitative – the “how many-ness" aspect that includes conceiving and interacting with quantity through patterns and counting. Knowledge and skills for these aspects provide the basis for subsequent mathematics learning.

Pre-Requisite Knowledge

None. This content builds upon children's early and informal experiences in mathematics. 

Sub-goal A : Say number word sequences and identify numerals in the range to 10

See Instructional Resources
Initial learning with number word sequences and numerals focuses on learning the conventions of number. There is little to conceptually “understand” about why the sequence of number words used is “1, 2, 3, etc.” or why the symbol ‘5’ is called “five”. Initial learning of number words and numerals can occur without a link or reference to quantity. Learning of number word sequences can involve modeling and practicing and should include both forward and backward sequences. The instructional resources provide opportunities to engage students in recognizing, identifying, and sequencing numerals to gain facility with number words and numerals in the range to 10.
  1. Ask students to say the number words forward up to 10 both starting from 1 and from other numbers in the sequence (e.g., Start counting from 1 and I will tell you when to stop. Start counting from 4 and I will tell you when to stop.)
  2. Ask students to say the number words backward from 10 and from other numbers in the range up to 10 (e.g., Count backwards from 10. Count backwards from 7.)
  3. Ask students to say the number after or number before given numbers in the range to 10 (e.g., What number comes right after 8? What number comes right before 7?)
  4. Ask students to name a displayed numeral. Pose tasks for a range of numbers up to 10 (e.g., [Showing a card with the numeral 7.] What number is this?) 
     
    If students are not fluent with these sequences, the resources for this subgoal can support designing instruction for numeral identification and forward and backward number word sequences in the range to 10. 

Sub-goal B

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Sub-goal C

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Sub-goal D

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Sub-goal E

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Math Recovery Purple Book

Wright, R. J., Stanger, G., Stafford, A. K., & Martland, J. (2015). Teaching number in the classroom with 4-8 year olds (2nd ed.). London: Sage Publications, Ltd. (Chapter 3 & 4)

The knowledge developed in this module can support the development of early strategies for addition and subtraction. 

(see Ready Set Math module Addition & Subtraction: Counting-based Strategies) 

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