Quiz 1 Math 110

Rote Counting

Counting in the correct order, memorized things not something to think about.

example of rote counting

1, 2,3 4,5,6,7,8,9,10…

Example that is not rote counting

1, 5,3,8,2,9,10

One- to One corespondence

being able to attach one number to one object .

Example of one to one correspondence

there is a pair of sneakers in front of the child and the child points to one sneaker and says one and then points to the next sneaker and says two, ensuring each sneaker is counted once.

Example of not one to one corespondence

a child points to one sneaker and says one, points to it again and says two, and then points to a new sneaker and says 3

Cardinality

recognizing that the last number you say represents the quantity of objects there are

Example of cardinality

is when a child counts a group of objects, such as five apples, and understands that the word "five" represents the total number of apples in that group and says at the end “there are five apples”

Example of not cardinality

is when a child counts a group of objects, such as five apples, but only points to one apple at a time and does not recognize that the number represents the total quantity and just keeps counting never establishing if there was an end quantity

counting on

the ability to count on with some number other than 1 and continuing on in the sequence

Example of counting on

a child will count from the stopping point onward instead of counting from one again

Example of not counting on

a child will count the objects all over again to add the new numbers needed

subitizing

recognizing how many objects there are without counting

Example of subtizing

putting up 5 fingers and know that its 5 through awareness

Example of not subtilizing

a child counting objects one by one instead of recognizing the total at a glance.