psytxtbk4exam
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BEYOND ROTE COUNTING
There's more to counting than the ability to memorize a sequence of words by rote. Each one of the following concepts is interrelated and necessary for children to have a clear understanding of counting to be able to apply this ability during number operations.
One-to-One Correspondence
Children display one-to-one correspondence when they count a group of objects while physically or mentally touching each object once, and only once.
Invariance of Number
The number of objects does not change if the objects are displaced (i.e., separated into groups or hidden).
Inclusion
The number labeling how many objects in a group includes all the objects in the group. It does not matter in which order the objects are placed, the number remains the same. For instance, "four" indicates the total number of marbles, rather than just the fourth marble.
Ordinal Counting
The number name indicates the position of something in a series. (First, second, third,...)
Counting-on
Children show an ability to count on when they can count a group of objects and continue from the total when an additional group of objects are added, without needing to start at one again. (Five, six, seven, eight.)
There's more to counting than the ability to memorize a sequence of words by rote. Each one of the following concepts is interrelated and necessary for children to have a clear understanding of counting to be able to apply this ability during number operations.
One-to-One Correspondence
Children display one-to-one correspondence when they count a group of objects while physically or mentally touching each object once, and only once.
Invariance of Number
The number of objects does not change if the objects are displaced (i.e., separated into groups or hidden).
Inclusion
The number labeling how many objects in a group includes all the objects in the group. It does not matter in which order the objects are placed, the number remains the same. For instance, "four" indicates the total number of marbles, rather than just the fourth marble.
Ordinal Counting
The number name indicates the position of something in a series. (First, second, third,...)
Counting-on
Children show an ability to count on when they can count a group of objects and continue from the total when an additional group of objects are added, without needing to start at one again. (Five, six, seven, eight.)
