Math PK-2

Systems Change
Math PK-2 > Strategies > Direct Instruction: Number Identification Instruction

Direct Instruction: Number Identification Instruction


In explicit number naming, the structure of the number name labels the number in Place Value order and clearly states the quantity. For example, "26" in Mandarin is named "two-ten-six." There are three advantages of young learners using this type of system: fewer vocabulary words requires less memory load, the number names are stated in Place Value order, and confounding affixes are replaced with specific words.

Use It in the Classroom

  • Prekindergarten and kindergarten teachers can incorporate explicit number names in their early math instruction. By using this naming system, students learn number families when Counting beyond ten: 10 to 19 as "ten, ten-one, ten-two...", 20 to 29 as "two-ten, two-ten-one, two-ten-two..", etc. Research has shown that these explicit number names build a stronger student understanding of Place Value.
  • Design It into Your Product

  • Products can integrate the explicit number naming approach in how they introduce foundational numeracy concepts. With any activity involving Counting, measuring, or telling time, they can use explicit number names to support numeracy acquisition.
  • Factors Supported by this Strategy