What is it?
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What is number sense?
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Developing Numeracy concepts and skills through questioning and language modelling during routines and transitions
Daily routines and transitions provide authentic settings for children to know and apply Numeracy concepts and skills as they think and talk through the experiences they encounter. Teachers can support children’s numeracy development by intentionally asking questions and using numbers and numeracy concepts in their verbal interactions with the children. How can we as teachers use questioning and language modelling in everyday routines and transitions to encourage children to use numbers and numeracy concepts and skills on a daily basis?
You have white and grey coloured socks, Elfa has white and grey coloured socks too. Your socks have the same colours.
There are supposed to be six children in your group. Five of you are here already. We are waiting for one more friend to join us.
You have two biscuits now. Would you like more biscuits? How many more biscuits would you like to have?
Look! The biscuit you are holding is in the shape of a rectangle. Can you find other biscuits in the shape of a rectangle? What other shapes of biscuits can you see?
Can you look at your partner/friend next to you- who is taller / shorter? You or your friend? Who is the tallest in the class? Who is the shortest?
Let’s count how many children are in class today. One…two...fourteen...fifteen…! We have 15 children here today.
Jerraine, there is an empty sink on the left. Why don’t you wash your hands there?
Who is the first to go down the slide? Who is the second? Who is the third?