Being able to visually recognize a quantity of 5 or Students can connect one number with one object and less. then count them with understanding. Numbers are nested inside of each other and that Rote procedure of counting. The meaning attached to the number grows by one each count. 9 is inside 10 counting is developed through one-to-one or 10 is the same as 9 + 1. correspondence. how many things are in a set. When counting The number of objects remains the same when they are a set of objects, the last word in the counting rearranged spatially. 5 is 4&1 OR 3&2. sequence names the quantity for that set. able to compare quantities by identifying which has One-to-One Correspondence more and which has less. Hierarchical Inclusion Comparison Counting Subitizing Cardinality Number Conservation
Being able to visually recognize a quantity of 5 or less. Students can connect one number with one object and then count them with understanding. Numbers are nested inside of each other and that the number grows by one each count. 9 is inside 10 or 10 is the same as 9 + 1. Rote procedure of counting. The meaning attached to counting is developed through one-to-one correspondence. how many things are in a set. When counting a set of objects, the last word in the counting sequence names the quantity for that set. The number of objects remains the same when they are rearranged spatially. 5 is 4&1 OR 3&2. One-to-One Correspondence able to compare quantities by identifying which has more and which has less. Hierarchical Inclusion Comparison Counting Subitizing Cardinality Number Conservation
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