1. Developing Early Number Concepts and Number Sense

2.  MAIN IDEAS  “In chapter 9 I learned my role as a teachers. My role is to help my students understand relationships of number sense and through effective activities with children. Some of the skills and activities that I learned in this chapter is Addition and subtraction facts, mental mathematics, and in general a real sense of numbers and basic knowledge of counting.”  http://wps.ablongman.com/ab_vandewalle_math_6/54/13859/3548134.cw/index.html

3.  “The concepts of “more”, “less”, and “same” are the basic relationship contributing to the over all concept of number” pg. 121 elementary and Middle School Mathematics: teaching Developmentally. Using Figure 9.1 would help student understand the relationship of more, less and same.  The Relationships of More, Less, and Same

4.  From Counting to Number Sense  “Number sense is defined in the text as a "good intuition about numbers and their relationships" (Howden, 1989, see T-60) and flexible, intuitive thinking with numbers. The counting activities help teach students to count and write numbers. To provide students with the opportunities to use these counting abilities to learn more about number - to develop number sense.”  http://wps.ablongman.com/ab_vandewalle_math_6/54/13859/3548134.cw/index.html

5. NUMERAL WRITING AND RECOGNITION COUNTING ON COUNTING BACK  Numeral Writing And Recognition is the understanding of single- digit number. By teaching students to trace over the numbers and by them play computer games that enhance number skills. Example they gave in the book was unifix software.  Counting can be accomplish by frequent short practices or dills. An example would be to use activity counting on with counters. It focus on using your hand beginning with five.

6.  Developing a Collection of Number Relationships  Chapter 9 activities are designed to develop various relationships on numbers. Some the activities I learned how to use dealt with the following math problems. Patterned sets, one and two more/less, anchors of five and ten, and the most important of all, part-part-whole relationships.  http://wps.ablongman.com/ab_vandewalle_math_6/54/13859/3548134.cw/index.html

7. NUMBER SENSE IN THE REAL WORLD EXTENSIONS TO NUMBERS UP TO 20  Uses real life activities and terms like: Graphing, measuring, estimating, drawing, building, and charts to help children to understand the important of Math. It also help understand the concepts of Math. Example of Chart in Figure 9.16.   Extensions to Numbers up to 20 is same formula they used in counting to 10. The teach would have the student trace the number and do varies activities. For example use the ten chart to explain the higher numbers.

8.  Extension to Early Mental Mathematics  Numbers up to 100. It written in the book to again use the ten chart. This help student understand by using the more than one ten chart to explain the higher numbers.

9.  Avoid drill  Individualize  Use double  Find relationships  Use ten frames  Think subtraction as addition  Subtract 10 for large numbers  Pattern of nine

10.  Place value  Using Base 10  Use base ten models  Base ten Blocks  Ten Frame  Bundles of sticks  Counters and cups  Interlocking cubs  Number words  Group tens to make hundred  Counting in rows  Multidigit changes  Compatible pairs  Using money

11.  Invented own strategies for Addition and subtraction.  Using Ten Frames for addition  Using graphing  Non tradition Vs tradition Algorithm for division.  Cluster problem

12. Chapter 14