Direct Instruction: Number Identification Instruction

Overview

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.

View References

Resources

Below are additional examples, research, and professional development. These resources are possible representations of this strategy, not endorsements.

Research

Language, Space & Time

Subtopic that explores how language can shape our perception and representation of abstract concepts on Digital Promise's Research Map

Research

Numerical Understanding

Subtopic that explores how children develop an understanding of numbers and magnitude on Digital Promise's Research Map