Numerals
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Numeral Identification is essential to children reasoning mentally with number when solving tasks presented as a written problem.
- Sequencing numerals also indicates a child’s understanding of early number. It shows the links that the child has made between numerals and number words.
- Children learn the names of numerals by being shown the numerals frequently.
- The numerals 13 through 19 present confusions because the corresponding number names seems to involve reading the digits from right to left, for example “four-teen” instead of “ten-four”
- Children have difficulty identifying 12 because the name “twelve” does not correspond to any pattern of number names
- Another difficult aspect is the similarity between the word names of the teen numbers and the decade numbers. Many children cannot discriminate between the sounds “fourteen” and “forty”.
- Numeral identification involves both generating the sound of the name and associating it with the written symbol.
- Numeral recognition (”Find the twelve”) and discriminating between the numbers is also an important aspect of learning about numerals. It is a different skill to numeral identification.
- Sequencing numerals also indicates a child’s understanding of early number. It shows the links that the child has made between numerals and number words.
Teaching Points:
- Link numerals to numerosity and number word sequences
- Start numeral sequences from different numbers
- Talk about the position of numerals in relation to others
- Use screening activities to encourage children to visualise these sequences
The Children of Humbie Recommend:
- This activity is great fun. We read the numerals and then count on the correct number of cones. Then we put the numbers in order. We can see if a number is bigger/smaller because we can see the amount it represents.
- Sequencing numerals and playing games with those sequences is great fun. They help us to visualise and remember numeral sequences. This is what we do:
We are given numerals to sequence. They don’t always start from 1.
We close our eyes whilst a numeral is ’stolen’. We talk about the clues to finding out the missing numeral.
We can then use just one clue to identify the missing numeral. We ask questions like: “How can you find out where 27 is?” We challenge ourselves to pointing to a card and identifying the numeral.
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Comments»
The interactive whiteboard is great
I put numerals on the board and then put on the spotlight tool. The children have to find the numerals. Sometimes I say, “Find me the number . . .”, “Find the number that is x more than y. . .”
For young children I put a huge numeral on the board with the spotlight. We then use the spotlight to look at parts of the numeral and guess what it is (a bit like Behind the Wall). My class love it!
Sharon DIxon at Pinkie uses real pants (with painted on numbers) on her class washing line. After using the washing line and pants as a numeral track in her lessons, she put them into the house corner and voila the children practise the numeral sequences as they play! BRILLIANT!