Number sense refers to a group of key math abilities. It includes the ability to understand quantities and concepts like more and less. Some people have stronger number sense than others.

1. NUMBER SENSE

2. WHAT IS NUMBER SENSE?
“Number Sense" is a relatively new one in mathematics education. It is
difficult to define precisely, but broadly speaking, it refers to "a well
organized conceptual framework of number information that enables
a person to understand numbers and number relationships and to
solve mathematical problems that are not bound by traditional
algorithms" (Bobis, 1996).
The National Council of Teachers (USA, 1989) identified five
components that characterize number sense: number meaning,
number relationships, number magnitude, operations involving
numbers and referents for numbers and quantities. These skills are
considered important because they contribute to general intuitions
about numbers and lay the foundation for more advanced skills.

3. Number sense is the ability to understand the quantity
of a set and the name associated with that quantity.
Number is an abstract concept, and young children
tend to think in concrete terms. Thanks to recent
research, we now know that children are sensitive to
quantity and can make good quantity comparisons
(more than, less than). The transition from this innate,
informal number knowledge to a conventional
understanding of number sense is a major cognitive
development that takes place gradually.

4. GOOD NUMBER SENSE WITH SKILLS
OBSERVED IN STUDENTS PROFICIENT IN
THE FOLLOWING MATHEMATICAL
ACTIVITIES:
Mental calculation
Computational estimation
Judging the relative magnitude of
numbers
Recognizing part-whole relationships and
place value concepts
Problem solving

5. HOW WILL YOU USE OR HOW WILL
YOU PERFORM NUMBERS ASIDE
FROM COUNTING IT?

6. BIG IDEA: NUMBERS ARE USED IN
MANY WAYS, SOME MORE
MATHEMATICAL THAN OTHERS

7. FOCUS FOR FAMILIAR CARD
GAMES
Simple card games help young children develop their
knowledge of early math topics like cardinality,
number composition, and number comparison. When
playing card games, using quantity cards with
photographs instead of numerals enhances children's
attention to numericity and adds excitement to
favorite games like Go Fish or Memory.

8. *Quantity cards have pictures of small sets of dots, finger patterns,
and 5- and 10- frames showing numbers from 1 to 10. Quantity
cards require children to look at a picture and say how many they
“see.” This attention to numerisity builds children ability to subitize.
That is, children will instantly see a small quantity and label it with a
number word. Most preschoolers will recognize three fingers without
counting, “one, two, three.”
Matching quantities such as dots and fingers develops ideas
about equivalence. Though these two cards look quite different, they
are the same in one important way—their numerosity. Experience
recognizing how amounts that look different can actually be
equivalent numbers helps children abstract the “three-ness” of three
when playing card games.
*Most importantly, quantity cards helps children build number
relationships. Numeral cards present each number separately as a
monolithic entity. Quantity cards depict numbers in relationship to
other numbers. For example, the picture of 4 fingers also shows the
thumb tucked away, allowing for children to think and talk about how

11. EX. Numbers don't just show up in math assignments,
but they also appear in everyday writing. Like many
facets of the English language, there are rules for
writing numbers. Certain numbers are spelled out with
letters and others are only written as numerals.

12. BIG IDEA: QUANTITY IS AN ATTRIBUTE OF A
SET OF OBJECTS, AND WE USE NUMBERS TO
NAME SPECIFIC QUANTITIES

13. Number sense growth requires an understanding of numerosity.
When children acquire a better understanding of this Big Idea, they
understand that when number words are used to name "how many,"
they are describing quantity, just as "red" and "hot" are describing
color and temperature, respectively.

14. MANY WAYS TO SEE HOW MANY
WITH NUMBER SENSE ACTIVITIES
*How many times have you heard young children (or their parents) proudly
exclaim how high they can count? Children love to master the sequence of
counting words—reciting the number names in the same order every time—just
as they love to sing their ABCs.
Regardless of how high a preschooler can rote count, a child’s sense of what
those numbers actually mean develops gradually. We call this understanding
number sense, and it requires relating numbers to real quantities. Most three-
year olds have a solid number sense for the quantities of 1, 2, and 3. That is,
they can think about small numbers and their relationships such as 2 cookies is
1 for me and 1 for you or 3 toy cars and 2 tracks to race means 1 car will have
to wait.
By the time children leave preschool, most have developed number sense
through 5, and many up through 10 and beyond. Two videos featuring the same
preschooler vividly demonstrate how children can visualize small quantities in a

17. BIG IDEA: THE QUANTITY OF A SMALL
COLLECTION CAN BE INTUITIVELY PERCEIVED
WITHOUT COUNTING

18. Children are born with an ability to recognize sets of 1, 2, and 3
items, and with support, they can quickly name “how many” for
collections of 4, 5, and sometimes more objects without counting one
by one. This kind of visual number sense empowers children and
fosters a meaningful understanding of quantity.

19. THANK YOU..