Pre-Number Concepts 2

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Once an idea of quantity takes root, it can be developed &amp; strengthened through a series of activities which can be developed by teachers.

Idea of One-All living beings have an idea of &ldquo;One&rdquo; since they are able to distinguish one object or a living being from another. They are able to see themselves as &ldquo;separate&rdquo; from others. It is obvious that animals also have this ability, from the fact that they can track a prey and catch it. The idea of &ldquo;one&rdquo; is the starting point in understanding numbers.

One and Many-On seeing that things also exist as groups, the idea of &ldquo;One and Many&rdquo; evolves. Gradually, the &ldquo;many&rdquo; is seen as several kinds of &ldquo;many&rdquo; (one, two, few etc) and concepts about other numbers evolve.

One More/ One Less – Putting one more in a collection increases it. Similarly taking one from a collection reduces it. The idea of &ldquo;one more&rdquo; also leads to the idea that given any collection, we can always increase it. This in turn leads to the idea that there is always a number more than any given number. This enables children to understand that numbers continue forever and there is no biggest number.

Order and relations of numbers 1 to 5

Through the idea of perceptual numbers, children can already identify &amp; represent numbers 1 to 5.The idea of One More or Less can be used to reinforce the relations between numbers 1 to 5.

Children can identify collections up to five items by sight. Using the &ldquo;one more&rdquo; idea we can help them realize that One and &ldquo;One More&rdquo; leads to &ldquo;two&rdquo; which they are already aware of. They already know &ldquo;two&rdquo; independently and now they also know that it is &ldquo;One more than One&rdquo;.

They realise that &ldquo;one more&rdquo; is an idea which is a relation between One &amp; Two. Similarly, the other relations – Three is one more than two, Four is one more than Three etc – can be reinforced.

The relations can also be established in &ldquo;One less&rdquo; activities – Four is one less than Five, Three is one less than Four etc. They also realise that &ldquo;One more&rdquo; and &ldquo;one less&rdquo; are related but opposite ideas.

It also leads to ideas like &ldquo;bigger/ smaller&rdquo;, &ldquo;More/ Less&rdquo; etc.

Give/ Take/Bring – While giving something to another, the quantity that we have reduces. In contrast when we take, the quantity that we have increases. These experiences can be related to addition and subtraction at a later stage.

Give One Each – One of the important life experiences is sharing. Giving one to each person is the basis of the idea of sharing equally.

Seriation of individual objects– A set of objects sharing the same property, say size, can be arranged in increasing or decreasing order of that property. Blocks can be arranged in increasing order of height. This activity also leads to the idea that the same arrangement can be seen as increasing or decreasing depending on the direction of our perception.

The above activities enable children to see objects as part of various collections and the idea of sets. They can also lead to development of concepts related to sets. We will see them in detail in the next chapter.

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