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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.
Discussing strategies for solving mathematics problems after initially letting students attempt to problem solve on their own helps them understand how to organize their mathematical thinking and intentionally tackle problems.
Three-phase lesson format is a problem-solving structure to promote meaningful math learning by activating prior knowledge, letting students explore mathematical thinking, and promoting a math community of learners.
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On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Summary" to view your Design Summary Report.
Finding new strategies
On this page, using your heatmap, you will be asked to select factors to further explore, and then select new strategies you might incorporate into upcoming instruction. Once done, click “Show Report” to view your Design Summary Report.
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