Numeral Identification and Number Words: Common Misconceptions

In a previous post, we discussed the importance of numeral identification and recognition, explaining the child should be able to name each numeral when shown it on a card and point to the correct numeral when asked ‘Show me 5 / Where is 8? / Which one is 2?’ 

As always, the focus is on the range 1 – 5 before building up to  1 – 10.

In today’s post, we would like to draw attention to a few misconceptions children can have when it comes to identifying larger numerals.

Note:

CardEd sets 2 and 3 are the most useful when targeting larger numbers. As a reminder, CardEd sets 1 – 3 have the following numbers:

• Set 1: 1 – 10
• Set 2: 1 – 50
• Set 3: 51 – 100

Common Misconceptions: Numeral Identification

Once the child has mastered identifying numerals to 10, practise with 11 – 20 (from CardEd Set 2) and then larger numbers to 100 (CardEd Sets 2 & 3). Choose the appropriate numeral range, shuffle the cards, and flash them one-by-one for the child to name.  How do they do?

• The ‘teen’ numbers are often very tricky for children.  They may say decade numbers (e.g. thirty instead of thirteen) when counting and when trying to identify numerals. 
• When working with larger numerals to 100, watch out for reversals, where children say forty two for 24 for example, suggesting numbers are being read right to left – not surprising given the way we say the teen numbers.

A Note on Number Recognition

Assess the child’s ability to recognise numbers in the ranges 11 – 30 and 31 – 100 by laying cards on the table for them to identify.

• The child may be able to point to the correct numeral without being able to generate its name.

Number Word After and Before

Assess the child’s ability to provide the number word after and the number word before for numbers in the ranges 11 – 30 and 31 – 100. Say a number and ask the child to tell you what comes next or what comes before it.

• Children can find it very difficult to provide numbers that ‘cross the decade’ e.g. Say the number before 40 / before 81 / after 50 / after 69.
• 11, 12 and the teen numbers are also particularly challenging for some children.

Being aware of typical mistakes enables us to target those errors quickly should they arise. This will enable us to assist the child in developing strong number sense.