Single Digit Numbers

< 4.11 Spatial Skills | Topic Index | 5.2 Representing Numbers 1-9 >

Combining the concept of perceptual numbers (1 to 5) and pre-number concepts we can extend children&rsquo;s understanding up to 9. These numbers form the foundation of our number system. Their properties &amp; relations need to understood very well.

In the pre-number stage, we have been dealing with understanding of numbers only through listening &amp; speaking. Now we will extend this to reading &amp; writing also. Now students need to understand both the forms in which numbers are recognised – as numerals &amp; as words. These skills will help communication of numbers &amp; ideas about them easier as well as sophisticated.

Numerals – These are unique shapes through which single digit numbers are represented. Many languages (like Hindi &amp; Gujarati) have their own set of numerals. But internationally the Hindu-Arabic numerals (0, 1, 2, 3, 4, 5, 6, 7, 8, 9) are used for official &amp; scientific communications. They have evolved from the original numeral shapes used in ancient India which reached Europe through Arab cultures.

A child who is from a bi-lingual home, may need to learn to identify numerals in both languages.

The terms number &amp; numeral are used interchangeably in casual conversations. But the difference will be clear by this example. Two dozen is equal to the number twenty-four which is written as 24 using numerals 2 &amp; 4.

Numerals – Ease of Recognition

Numeral representation of numbers has been used so widely that most people have forgotten the difference between numerals &amp; numbers! We have internalised the idea so well that we find them easier to recognize &amp; mentally manipulate them, than letters of the alphabet. The famous puzzle Sudoku which is done with numerals 1 to 9, can also be done with alphabets from A to H. But doing Sudoku with letters is more difficult. Hence it has always been done with numerals.

Number Words- Number names are words (twenty-Four) with which numbers (24) are written. In various languages the number names would be pronounced &amp; hence written differently. Here also a child who is from a bi-lingual home, may need to learn to identify number names in both languages.

In the pre-number stage, number names can be learnt as sight words by repeated practice in identifying them. The idea of sight words is a familiar one in language learning.

Oral counting of 1 to 9– Now children can understand the logic of the sequence of counting numbers from 1 to 9.

At the pre-primary stage, as our aim is to promote number sense, it is better if children are not merely trained to &ldquo;recite&rdquo; the numbers 1 to 9 by rote memory. It would be advisable to relate counting with a collection at each stage, so that the relation between the physical collection and the number &ldquo;recited&rdquo; is always clear.

Making children recite numbers and memorise them before developing Number Sense may ultimately prove to be a roadblock to understanding Math. Both processes should go in parallel.

Number Line – This is a good time to introduce the idea of a number line with number 1 to 9 being written on it from left to right. This reinforces the idea of the number sequence and increasing/ decreasing orders.

Before &amp; After – The number line is an excellent visual for introducing the idea of before &amp; after. Teachers need to remember that this idea is not strictly mathematical in that it is true only when numbers are recited in ascending order. Hence this usage should be used only minimally.

Number Patterns– Children can be allowed to play with tokens and form patterns allowing them to get a visual idea of simple properties like Odd/ Even numbers, Triangle &amp; Square numbers etc. Chapter 44 to 46 deal with exploration of properties of numbers in detail.

< 4.11 Spatial Skills | Topic Index | 5.2 Representing Numbers 1-9 >