Representing Numbers 1-9

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Representing Numbers

Since we deal with numbers from very early in life, we tend to forget that they are abstract ideas. To communicate ideas about numbers, we need to represent them in various ways.

We are very familiar with numbers through "number sounds" and numerals. We are introduced to numbers by hearing our parents asking us to bring "two" spoons. We also see the the idea of two represented as "2" all around us in print & on TV screens.

What we do not realise is that these representations themselves are very abstract. For a person who does not speak our language the sound of "two" and the numeral "2" may not convey any meaning.

So schools should start introducing numbers in representations which proceed from the concrete to the abstract.

In Chapter 4.1 we have seen activities for strengthening the understanding of numbers 1 to 5. The same activities can also be used for understanding numbers from 1 to 9.

Now we can describe fully what we mean when we say that a child has understood numbers from 1 to 9.
 * 1) Tally Mark Representation - At a later stage the patterns made by these tally marks can also be interpreted in different ways. 				They can be recognised as different ways of writing any number in terms of smaller numbers. A dot pattern for 4 can be interpreted either as 1 + 3 or 2 + 2 leading to ideas of addition and subtraction.Ideas like Triangle Numbers and Square Numbers can be visually introduced through these patterns
 * 2) Arithmetic Representation –Again at a later stage a number can be seen as the result of operation or operations - 4 as 1 + 3 or 5 -2, 2 X 2, 8 &divide; 2 etc. Arithmetic representation continues up to High School in terms of more complex ways of representing numbers using roots, exponents and functions.


 * 1) The child should be able to represent numbers from 1 to 9 in various concrete/ semi concrete/ abstract representations.
 * 2) It should be able to show numbers with different patterns using tokens.
 * 3) It should be able to match or compare one representation of a number with another.
 * 4) It should be able to arrange number representations in increasing or decreasing order of magnitude

Chapter 5.3 gives the various representations in the form of a graphic network, which will make it easier for a teacher to design activities where children would match any representation to any other representation. Chapter 5.4 gives the same information in a tabular format.

Avoid writing of numbers more than 9

In the pre-primary school it is better to avoid writing numbers more than 9 using numerals. This is because writing 2-digit numbers requires an understanding of place value which is too sophisticated for these children. Children who are used to 2 &amp; 3 and 2 and 3 being equal to 5, will find it difficult to grasp the idea that 2 &amp; 3 can be put together into a number 23 which is much larger! Section 6 - "Place Value Concept" deals with this issue detail.

Oral Counting up to thirty

However oral counting of numbers can be practiced up to twenty or thirty, since it does not involve understanding of place value. Children will just learn them as different sounds.

Numbers from Eleven to Nineteen do not follow a clear pattern in pronunciation. Hence these number words need to be memorised. From Twenty upwards there is a pattern in the pronunciation of numbers and hence children may find it easier to remember the sequence.

It is also better to give counting practice using strings of beads rather than just oral recitation. The teacher gives the student a string of beads and asks the student to find the quantity of beads. This will reinforce the meaning of the counted number to the quantity of beads.

Number Line 

At this stage, children can also be introduced to the idea of a Number Line. Numbers 1 to 9 can be represented on a line with numbers increasing from 1 to 9 as we proceed to the right.

This reinforces the idea of increasing or decreasing order in numbers and comparison of numbers related to their position on the line. We can also introduce them to the term &ldquo;Number Line&rdquo;.

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