Number relations is the understanding of the relationships that exist among numbers.
The development of number relations skills leads to:
*Understanding of cardinality
*Comprehension of written numerals
*Understanding of quantities
*Understanding of sequence
|Looking Ahead to Kindergarten||Family Engagement||Special Populations|
|Kindergarten students will separate sets of ten or fewer objects into equal groups (K.NS.10). Additionally, they will identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group (K.NS.7). Students will also use words for comparison including: one and many; none, some, all; more and less; most and least; and equal to, more than and less than (K.NS.9). Lastly, students will be able to compare the values of two numbers from 1 to 20 presented as written numerals (K.NS.8).||Encourage families to:
*Take a walk allowing their child to explore various opportunities to compare different objects they see (e.g. “Which stone is bigger?” or “Did we find more acorns or walnuts?”).
*Provide at least 30- 60 seconds for a child to consider a question. Then, ask the child if they would like to think or talk with a friend to find an answer.
|Across all developmental stages, educators can:
*Use descriptive language such as before and after to describe sequences of events or objects.
Model asking for more and identify when more is provided (e.g. “Do you want more milk?” “I can give you more milk.”)
Incorporate simple hand gestures to signify concepts of more
Provide opportunities to explore objects one at a time
Encourage and respond to requests for more
|Provide opportunities and materials to explore the concept of a group being separated into parts (e.g. breaking crackers into two pieces)
Use mathematical language across environments and activities throughout the day (e.g. “Please bring me all of the crayons”, “You have more/less crackers than Isaiah”, or “Whose tower has more blocks?”)
|Provide activities where children can identify differences in quantity (e.g. sensory table, dramatic play grocery store, and blocks)
Use mathematical language across environments and activities throughout the day (e.g. “You ate the rest of your snack.” “Some of the pieces are missing.”)
Help children identify first and last (e.g. use picture schedules, identify first and last peer in a line)
Sing songs with numbers, discussing “none” as representing zero (e.g. Five Little Speckled Frogs)
|Count various quantities together with children, and compare which group has more, fewer or the same (e.g. memory card game with sets of 1-5 dots or pictures)
Encourage children to use mathematical language to describe their environment (e.g. when playing store, ask the child to describe what items they have most/more/fewer in their basket)
Discuss what equal amounts are and demonstrate what this looks like (e.g. when passing out supplies)
|Count various quantities together with children, and compare which group has more, fewer or the same (e.g. memory card game with sets of 1-10 dots or pictures)
Encourage children to use mathematical language to describe their environment (e.g. when lining up, ask children to describe positional order, “Who is first, second, third and last?”)
Provide opportunities for children to equally divide items/foods into small groups (e.g. sort three crackers into each bowl)