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Module II: Number Sense
Student’s Name
Institution’s Affiliation
Course Code and Section
Instructor’s Name
Date
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Module II: Number Sense
Part A: Error Pattern and Misunderstanding
The student seems to be consistently making the following error: Overcounting when
adding ones place digits: In each example, the student adds the ones place digits of both
numbers directly, resulting in a sum greater than 10. This error suggests the student might be
misunderstanding the concept of regrouping when adding ones place digits that sum to a
number greater than 9.
The Intervention Strategy is to provide the student with blocks or counters
representing tens and ones. Demonstrate how to physically add the ones place digits and
regroup if necessary, moving one counter to the tens place if the sum exceeds 9. Use a
number line to visually represent the addition process. Start at the first number, jump the
distance of the second number's ones place digit, then jump the distance of the tens place
digit if regrouping is required.
Part B: Proficiency Level
Based on the provided examples, the student's performance indicates a developing
understanding of addition within 100 (Level 2 of the 2.12 Proficiency Scale). While they can
add some one-digit and two-digit numbers, they struggle with regrouping in the ones place.
Part C: Error Analysis for Subtraction
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Student’s
Identify the Rework Describe a strategy or activity to
Work
Error the address the student's
(Incorrect) Problem misunderstanding. You can use
activities provided in the proficiency
scale if you wish.
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The student 403 Use visual aids like base-ten blocks or
-319 incorrectly drawings to demonstrate the regrouping
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subtracted the process during subtraction. Additionally,
Incorrect
ones and tens provide hands-on activities where the
Answer: ------------
places. In the ones student can physically regroup to reinforce
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place, 3 minus 9 is 84 the concept.
not 6. In the tens
place, 0 minus 1 is
not 1. The student
did not regroup
correctly.
Part D: 3 Key Pre-Number Concepts
1. One-to-one correspondence: This is the understanding that each object matches with one
and only one number word.
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Play matching games: Use objects like toys, buttons, or pictures and match them to
number cards ("Find one apple for each card with the number 1").
Sing counting songs: Emphasize pointing to each object as you sing the corresponding
number.
Read counting books: Encourage children to point and count objects in the
illustrations.
2. Comparison and sorting: This is the ability to compare objects based on size, color, or
other attributes and group them accordingly.
Use manipulatives: Provide sorting baskets and let children categorize objects by size
(big/small), color (red/blue), or texture (soft/hard).
Play "I Spy" with comparisons: Say "I spy something green and round," and let
children find the object and explain why it fits the description.
Create simple graphs: Help children sort colored counters and then make a bar graph
to show the distribution.
3. Spatial awareness and patterns: This involves understanding the position of objects in
relation to each other and recognizing repeating patterns.
Play hide-and-seek with counting: Ask the children to describe where the objects are
under spatial instructions ("above the box," "under chair").
Build with blocks: Provide basic designs such as towers or lines and ask the children
to continue building patterns by adding more blocks.
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Do movement activities: Work with clapping or jumping patterns and invent your
own.
PART E
1. Part-Part-Whole Relationships: This allows viewing a large number as made up
of smaller components (de Walle & Lovin, 2014). It's a defining moment in
developing number sense beyond counting. Activities such as splitting counters into
different arrangements ("5 and 1," "7 and 1") consolidate this understanding,
especially for the numbers between four and twelve.
2. Structure vs. Operation: The concept under discussion does not focus on a
particular operation that adds or subtracts but on the fundamental structure of
problems (de Walle & Lovin, 2014). The types of issues are given according to their
form (such as "this is an 'unknown difference' type") rather than categorizing them
into addition or subtraction.
3. Subtraction as Think-Addition: This exemplifies the relationship between
subtraction and addition. Subtraction problems are illustrated, highlighting the "rest"
left over after some numbers had been taken away (de Walle & Lovin, 2014).
Children are taught to think about subtraction: "what goes with the part that I see that
makes a whole?"
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Reference
Van de Walle, J. A., & Lovin, L. H. (2014). Teaching student-centered mathematics. (No
Title).
