Scribd
Upload
7 views

Module II- Number Sense

Research paper

Uploaded by

Vinnce Chege
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
7 views

Module II- Number Sense

Research paper

Uploaded by

Vinnce Chege
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 6

1

Module II: Number Sense

Student’s Name

Institution’s Affiliation

Course Code and Section

Instructor’s Name

Date
2

Module II: Number Sense

Part A: Error Pattern and Misunderstanding

The student seems to be consistently making the following error: Overcounting when

adding ones place digits: In each example, the student adds the ones place digits of both

numbers directly, resulting in a sum greater than 10. This error suggests the student might be

misunderstanding the concept of regrouping when adding ones place digits that sum to a

number greater than 9.

The Intervention Strategy is to provide the student with blocks or counters

representing tens and ones. Demonstrate how to physically add the ones place digits and

regroup if necessary, moving one counter to the tens place if the sum exceeds 9. Use a

number line to visually represent the addition process. Start at the first number, jump the

distance of the second number's ones place digit, then jump the distance of the tens place

digit if regrouping is required.

Part B: Proficiency Level

Based on the provided examples, the student's performance indicates a developing

understanding of addition within 100 (Level 2 of the 2.12 Proficiency Scale). While they can

add some one-digit and two-digit numbers, they struggle with regrouping in the ones place.

Part C: Error Analysis for Subtraction


3

Student’s
Identify the Rework Describe a strategy or activity to
Work
Error the address the student's

(Incorrect) Problem misunderstanding. You can use

activities provided in the proficiency

scale if you wish.

403
The student 403 Use visual aids like base-ten blocks or

-319 incorrectly drawings to demonstrate the regrouping


- 319
subtracted the process during subtraction. Additionally,
Incorrect
ones and tens provide hands-on activities where the
Answer: ------------
places. In the ones student can physically regroup to reinforce
116
place, 3 minus 9 is 84 the concept.

not 6. In the tens

place, 0 minus 1 is

not 1. The student

did not regroup

correctly.

Part D: 3 Key Pre-Number Concepts

1. One-to-one correspondence: This is the understanding that each object matches with one

and only one number word.


4

 Play matching games: Use objects like toys, buttons, or pictures and match them to

number cards ("Find one apple for each card with the number 1").

 Sing counting songs: Emphasize pointing to each object as you sing the corresponding

number.

 Read counting books: Encourage children to point and count objects in the

illustrations.

2. Comparison and sorting: This is the ability to compare objects based on size, color, or

other attributes and group them accordingly.

 Use manipulatives: Provide sorting baskets and let children categorize objects by size

(big/small), color (red/blue), or texture (soft/hard).

 Play "I Spy" with comparisons: Say "I spy something green and round," and let

children find the object and explain why it fits the description.

 Create simple graphs: Help children sort colored counters and then make a bar graph

to show the distribution.

3. Spatial awareness and patterns: This involves understanding the position of objects in

relation to each other and recognizing repeating patterns.

 Play hide-and-seek with counting: Ask the children to describe where the objects are

under spatial instructions ("above the box," "under chair").

 Build with blocks: Provide basic designs such as towers or lines and ask the children

to continue building patterns by adding more blocks.


5

 Do movement activities: Work with clapping or jumping patterns and invent your

own.

PART E

1. Part-Part-Whole Relationships: This allows viewing a large number as made up

of smaller components (de Walle & Lovin, 2014). It's a defining moment in

developing number sense beyond counting. Activities such as splitting counters into

different arrangements ("5 and 1," "7 and 1") consolidate this understanding,

especially for the numbers between four and twelve.

2. Structure vs. Operation: The concept under discussion does not focus on a

particular operation that adds or subtracts but on the fundamental structure of

problems (de Walle & Lovin, 2014). The types of issues are given according to their

form (such as "this is an 'unknown difference' type") rather than categorizing them

into addition or subtraction.

3. Subtraction as Think-Addition: This exemplifies the relationship between

subtraction and addition. Subtraction problems are illustrated, highlighting the "rest"

left over after some numbers had been taken away (de Walle & Lovin, 2014).

Children are taught to think about subtraction: "what goes with the part that I see that

makes a whole?"
6

Reference

Van de Walle, J. A., & Lovin, L. H. (2014). Teaching student-centered mathematics. (No

Title).

You might also like