101
Chapter 7: Developing Early Number Concepts and Number Sense
MULTIPLE CHOICE. Choose the one alternative that best completes the statement or
answers the question.
1) Which of the following is a description of Number Sense?
A) Counting tells how many things are in a set.
B) Thinking about different sized quantities and use number relationships.
C) Relating through comparing quantities.
D) Operations with numbers based on the world around us.
2) Research-based recommendations for high quality learning activities in the first six years of
life include all of the following EXCEPT:
A) Enhance children’s natural interest in mathematics.
B) Use formal and informal experiences.
C) Provide experiences for children to become procedural fluent.
D) Assess children’s mathematical knowledge.
3) The National Research Council identified three foundational areas in mathematics content for
early learners. Identify the core that is more applicable for experienced learners.
A) Operations core.
B) Relations’ core.
C) Number core.
D) Reasoning core.
4) Children explore quantity before they can count. What is the word for children being able to
“just” see how many there are without counting?
A) Quantifying.
B) Relating.
C) Subitzing.
D) Enumerating
5) Which of the following represents a true statement about the concept of 0?
A) Understanding of 0 comes easily understood by small children.
B) Developing understanding of 0 is important with its role in the base-ten number system.
C) Counting involves touching an object, 0 is rarely included in the count.
D) Discovering 0 is not useful for small children.
6) Verbal counting requires separate skills. Identify the statement that represents one of them.
A) One-to-one correspondence.
B) Last word names the quantity.
C) Greater than, less than and equal to relationships.
D) Anchor numbers.
7) The learning trajectory for counting has levels of thinking. What level below would represent
a child that can count objects and know which have been counted and which have not, and
102
respond to random arrangements.
A) Corresponder.
B) Reciter.
C) Counter and Producer.
D) Skip Counter.
8) Children who can count successfully orally, but do not understand that the last word stated is
the amount of the set are not demonstrating what principle?
A) Subitize.
B) Quantify.
C) Enumerate.
D) Cardinality.
9) Reading and writing numerals is similar to teaching children the alphabet and reading.
Identify the statement below that would be developmentally inappropriate for early learners.
A) Worksheets with numbers to trace.
B) Writing numbers on interactive whiteboard.
C) Tracing numbers with shaving cream.
D) Pushing numbers on calculator.
10) A blank number line and numeral cards can be used to support the development of numeral
identification and what other concept?
A) Counting sequence.
B) Place value.
C) One-to-one correspondence.
D) Cardinality.
11) The concepts of more, less and same are basic relationships that contribute to children’s
understanding of number. Identify the one relationship that if a child is unable to use they may be
at educational risk.
A) Choose the set that is equal.
B) Choose the set that is more.
C) Choose the set that is less.
D) Choose the set that can be subitized.
12) Experience with number relationships will guide children beyond counting by ones to solve
problems. Name the relationship 10 plays in developing number sense.
A) One and two more.
B) One and two less.
C) Part-part-whole.
D) Benchmark numbers.
13) An important variation of part-part-whole activities is referred to as missing-part activities.
Identify the statement below that describes a missing part activity.
A) 2-3-4.
B) Making a bar of two color connecting.
103
C) A dot plate showing 5 and say, “I wish I had seven.”
D) Saying a 10 fact, six and four equals 10.
14) Here is a possible list of the kinds of things children should learn about any number up to 20
while in pre-k or kindergarten. All of them are appropriate EXCEPT:
A) Count and know the number words in their order.
B) Reading three digit numbers.
C) State more and less by one and 2.
D) Relates to the benchmark numbers.
15) While developing students’ understanding of the relationships for numbers 10 through 20, all
of the following should be kept in mind EXCEPT:
A) Even though students experience numbers up to 20 regularly in real life, it should not be
assumed that they would automatically extend the relationships they learned for numbers 1 to 10
to bigger numbers.
B) These relationships are just as important as the ones involving numbers 1 to 10.
C) Children should learn that there is a set of ten involved in any number between 10 and 20.
D) While learning about these relationships, students should develop a complete understanding
of the concept of place value.
16) Which one the statements below is not a part of the progression of a child’s understanding of
ten?
A) Child understands 30 as 3 tens.
B) Child understands ten as ten ones.
C) Child understands ten as a unit with materials or representations.
D) Child solves tasks involving tens with using materials or representations.
17) A hundreds chart is an essential tool for early exposure to numbers to 100. All of the reasons
below are benefits of using hundreds chart EXCEPT:
A) Highlight number patterns.
B) Recognize and count with two digit numbers.
C) Conceptualize numbers greater than 100.
D) Locations of numbers.
18) One of the best ways for children to think of real quantities is to associate numbers with
measures of things. What concept would not emerge from using estimation?
A) More or less than ________.
B) Closer to ________ or to ________.
C) Is ________ reasonable?
D) Exactly how many ________.
19) Complete this statement, “The early stages of number development, the use of graphs is
primarily for…”
A) Learning the counting sequence.
B) Connecting numbers to real quantities.
C) Bench mark numbers.
104
D) Part-Part-Whole.
20) Graphs clearly exhibit comparisons between numbers. What question below would require a
comparison response?
A) Which snack is the most liked?
B) How many people like apples as a snack?
C) How much is the difference between apples and oranges?
D) Which snack is the least liked?
ESSAY. Write your answer in the space provided or on a separate sheet of paper.
21) Identify the first three levels of thinking from the trajectory for counting and give an example
of what the child demonstrate at that level.
22) Discuss why the concept of “less” is more difficult than “more.”
