8/8/2023 0 Comments Spoken sequences mathStudents explore the “teen” numbers, 11 through 19, through manipulatives, drawings, and equations to realize that these numbers represent ten ones and some more ones. Students learn that these numerals are used in different ways and in patterns in larger numbers. The numerals 1, 2, 3,…, 9 and 0 are arbitrary markers for the first numbers in the counting sequence. What strategy did you use to count the animals? How do you know that _ is the total number of animals? How can you be sure you counted all of the animals? Student tells how many are in the set of animals by stating the last number counted. Student moves animals or otherwise keeps track of which animals have been counted. ![]() Student touches and counts each animal only one time and says only one number when touching each animal. Student uses the standard counting order when counting the animals. ![]() With more experience students realize that the number of objects counted remains the same even if rearranged or if the objects are counted in a different order. Students initially consider the act of counting as the answer to a “How many _?” question. ![]() Students connect counting to cardinality by understanding that the last number said in a counting sequence indicates the number of objects in the counted set. Counting objects in a line is easiest, and students later keep track of counting objects in more difficult arrangements. Students use an indicating act like moving objects or pointing to them to pair each number word said with one object only.
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