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Number Sense

This document discusses number sense and its development in children. It defines number sense as a general understanding of numbers and flexibility using that understanding. Key components of number sense are identified as place value, quantity, relationships, symbols, vocabulary, representations, operations, and patterns. Effective teaching methods emphasized are open-ended, flexible problems that allow mistakes and different solutions through pair work and making connections between concepts. The goal is for research to inform practice and create independent mathematical thinkers fascinated by numbers.

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Analyn Erederos
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60 views27 pages

Number Sense

This document discusses number sense and its development in children. It defines number sense as a general understanding of numbers and flexibility using that understanding. Key components of number sense are identified as place value, quantity, relationships, symbols, vocabulary, representations, operations, and patterns. Effective teaching methods emphasized are open-ended, flexible problems that allow mistakes and different solutions through pair work and making connections between concepts. The goal is for research to inform practice and create independent mathematical thinkers fascinated by numbers.

Uploaded by

Analyn Erederos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Number Sense

Outcomes

• What is number sense?

• How does children’s number sense develop?

• What are the most effective teaching methods and


resources?

• How can research findings inform classroom practice? 


2 x ? x 9 = 90
Overview of the session

• Definitions

• Activities

• Strategies

• Pedagogy
What is number sense?
Mcintosh et al (1992)

“Number sense … reflects an inclination and an ability to use numbers


and quantitative methods as a means of communicating, processing
and interpreting information. It results in an expectation that
mathematics has a certain regularity.”

“Number sense refers to a person’s general understanding of number


and operations along with the ability and inclination to use this
understanding in flexible ways to make mathematical judgments and to
develop useful strategies for handling numbers and operations.”
Examples of numerical fluency or number sense?

20 + 30 = 50 + 7 = 57 + 8 = 65

Which is bigger? ½ or 3/7

If you know … 7 x 8 = 56 …

0.125 x 0.8 – 0.1

3 – 2 x 1.5
Possible components of number sense
• Place value

• Quantity

• Relationships

• Symbols

• Vocabulary

• Representations

• Operations

• Pattern
Place value
Positional place value is
where the digit of a number is placed, e.g. in 345, the digit 3
is positioned in the hundreds.
Additive place value is
when all the individual values of the digits are added together
to give the whole number e.g. 300 + 40 + 5 = 345
Multiplicative place value is
when we multiply the digit by its position to get its true value

Rising Stars Mathematics


1000 2000 3000 4000 5000 6000 7000 8000 9000

100 200 300 400 500 600 700 800 900

10 20 30 40 50 60 70 80 90

1 2 3 4 5 6 7 8 9

0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9

0.01 0.02 0.03 0.04 0.05 0.06 0.07 0.08 0.09


Quantity
• Counting

• Subitising

• Number system

• Magnitude
Relationships
• Fact families

• Derived facts

• Connections:
commutative associative distributive
inverse equivalence
Symbols
• What is a symbol?

• Zero

• Equivalence and inequalities

4
Vocabulary
• The importance of using the correct vocabulary
augend + addend = sum

minuend – subtrahend = difference

multiplicand x multiplier = product


and factor x factor = multiple

dividend ÷ divisor = quotient


Representations
• Pictorial and concrete

• Are your classroom resources accessible e.g. trugs?

13
Operations
• 18 x 5
• A farm shop sells about 72 eggs each day. How many
days will 300 eggs take to sell? What time will the last egg
be sold?
“When arithmetic is taught as a logical structure of
connected processes and results, rather than a sequence
of standard procedures, children will learn that there is
flexibility and choice in solving problems.”
(Anghileri, 2000, p.139)
Pattern
What’s in the box?

What patterns exist?


The pedagogy of number sense
• Open
• Flexible
• Mistakes/misconceptions
• Pair and group work
• Making connections
• Less is more
• Playing
• More than one answer/method/explanation
• One question … five different ways
Possible components of number sense
• Place value

• Quantity

• Relationships

• Symbols

• Vocabulary

• Representations

• Operations

• Pattern
Where is it going?

• Look at the sample GCSE questions

• Which ‘number sense’ strategy or strategies would you


use to solve the question?
Outcomes

• What is number sense?

• How does children’s number sense develop?

• What are the most effective teaching methods and


resources?

• How can research findings inform classroom practice? 


“If teaching approaches change so that
children learn connections then the
outcome could be a new generation of
mathematical thinkers who will be
autonomous learners driven on by their
fascination with numbers”

Anghileri, 2000, p.138

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