Math

Question 1

Cardinality

Answer 1

The last number word said when counting tells how many objects have been counted.

Question 2

Cardinality typical errors?

Answer 2

After counting, when asked how many there are in the set, a student:

• Gives the wrong number
• Recounts to determine the number of items

Question 3

Number conservation

Answer 3

Understanding that the quantity of a set doesn’t change if the set is rearranged.

Question 4

Comparing number/ number conservation typical errors?

Answer 4

When asked to compare two sets and identify which has more, for example, a student:

Set 1- •••••
Set 2- • • • •

• Answers “Set 2” based purely on perceptual cues
• Answers “Set 2” even after prompted to count

Question 5

Number sequence

Answer 5

The names and the ordered list of number words

Question 6

One-to-one correspondence

Answer 6

Saying number words in correspondence with the objects counted.

Question 7

Number words and sequence typical errors?

Answer 7

When reciting number words or using them in counting situations, a student:

• Omits numbers
• Repeats numbers

Question 8

One-to-one correspondence typical errors?

Answer 8

When counting a set of items, a student:

• Skips an item/does not include it in the counting sequence.
• Assigns more than one number word to a single item.
• Points to two or more items while saying one number word.

Question 9

Subitizing

Answer 9

Visually recognizing the number of items in a small set without counting.

Example:

💜💜💜💜 -there are four hearts

Question 10

Hierarchical inclusion

Answer 10

Each number (a) represents one more than the previous number in the counting sequence and (b) includes all previous numbers within it.