<< S My IME ee ee ae ee dre al Number and Number Sense ne er ee ee Cee ae ees Number and Number Sense Young children enter preschool with a foundation of experiences with numbers. To develop an understanding of numbers and number sense, children must have dally experiences where they compare numbers and count in ways that are personally meaningful and challenging a) Count forward to. 20 or more. Count backward from. b) Count.a group (set/collection) of five to ten objects by toucting each object: as itis counted and saying the correct number (one-to-one correspondence) ©) Count the items in a collection of one to ten items and know the last: counting word tells "how many: 4) Compare two groups (sets/collections) matched objects (zero through ten in each 6 and deseribe the groups using the terms more, @) Use ordinal rumbers (fret through fifth) when descriving the position of objects or groups of children in a sequence. Sample Activities Include courting as part of the daily routine (count days in a week, months ina year, lunch count, and attendance). Read counting books, Include counting as a part of special classroom activities and materials (recipes, recording science observations, nares), Provide collections of one to twenty objects (buttons, plastic animals, plastic lids, keys) that encourage counting Encourage one-to-one correspondence as children hand out materials (one item for each child) Ask children, a6 they line up, who is first in the line, second, third, fourth, and fifth. As children participate in races on the playground, ask who crossed the line first, second, third, fourth, and fifth (ordinal numbers) Count backwards from 5 to prepare children for ‘transitions from one activity to another, Play simple board games that promote one-to- one correspondence as children count spaces and take turns,