What’s in a Number? Understanding the Meaning of Quantity
What’s in a Number? Understanding the Meaning of Quantity
Kidaptive Learning Team, January 31, 2014
A number can be more complex than you might think. For example, while most two-year-olds can recite the numbers one through five, few understand that the name of a number, such as “four,” can also refer to the number of items in a set: four toys, four fish, four grapes, etc. This concept is called cardinality, and it is fundamental to basic mathematical operations such as addition and subtraction. To truly grasp the cardinal principle, children need to use it across a variety of situations and in multiple ways. This week’s activity helps them practice just that!
1. Invite your learner to play “post office.”
As you gather materials for playing, include a few sets of up to six or seven objects. For example, you might gather seven envelopes, six stickers, and five pens.
As you gather materials for playing, include a few sets of up to six or seven objects. For example, you might gather seven envelopes, six stickers, and five pens.
2. Ask your child to bring you one envelope.
When your child does, ask them to confirm—is that really one? This confirmation of the quantity not only helps you understand how confident your child is in their understanding of the cardinality, but it also encourages them to develop strategies (such as counting) to help them succeed.
When your child does, ask them to confirm—is that really one? This confirmation of the quantity not only helps you understand how confident your child is in their understanding of the cardinality, but it also encourages them to develop strategies (such as counting) to help them succeed.
3. Continue to ask for more and more quantities of objects.
Studies show that children naturally progress from understanding the cardinal property of one object, to two, to three, and so on. Keep track of where along this sequence your child starts to struggle; if there’s a number that your child has difficulty with, encourage them to count the objects after they’ve brought them to you.
Studies show that children naturally progress from understanding the cardinal property of one object, to two, to three, and so on. Keep track of where along this sequence your child starts to struggle; if there’s a number that your child has difficulty with, encourage them to count the objects after they’ve brought them to you.
4. Ask for the same quantity of different objects.
It’s also important that learners see the number name as being independent of the objects it describes, so be sure to ask for three envelopes, three stickers, and three pens. And remember to show your excitement whenever your child gets the number right!
It’s also important that learners see the number name as being independent of the objects it describes, so be sure to ask for three envelopes, three stickers, and three pens. And remember to show your excitement whenever your child gets the number right!
You can apply these techniques to other everyday situations. For example, have your child take five apple slices from a plate for a snack, bring two books to read at bedtime, or share six toy blocks with their sibling. The more they hear numbers used for their cardinal property—and most importantly, the more they use the numbers themselves—the better they’ll understand this fundamental mathematical principle!
We would also love to hear your suggestions on future topics to cover! Please e-mail them to feedback@kidaptive.com.
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