Chapter Questions
What must a child be able to do in order to accurately count a set of objects?
How can "Real Counting On" (Activity 8.8) be used as a diagnostic interview to determine whether children understand counting on or are still in a transitional stage?
What are three types of relationships for numbers 1 through 10? Explain briefly what each means, and suggest an activity for each.
How can a teacher assess part-whole number relationships?
How can a calculator be used to develop early counting ideas connected with number? How can it be used to help a child practice number relationships such as part-part-whole or one less than?
For numbers between 10 and 20 , describe how to develop each of these ideas:a. The idea of the teens as a set of ten and some moreb. Extension of the one-more/one-less concept to the teens