Counting

Sometimes, numbers may be said in different ways in order to facilitate student understanding of value. An example of how this may be used at Forest Street is: 20 / Twenty -> Two T (Two Tens) 30 / Thirty -> Three T (Three Tens) 50 / Fifty -> Five T (Five Tens)
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It is important when pronouncing numbers that include a decimal that students are showing an understanding of the value of each digit following the decimal point. At Forest Street Primary, when teaching and learning about decimals, we follow the pattern set out below: Decimal Point 5 tenths (not “point 5”) 59 hundredths (not “point 59”) 591 thousandths (not “point 591”)
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Base ten blocks, also known as multibase arithmetic blocks (MAB) or Dienes blocks (after their creator, mathematician and educationalist Zoltán Pál Dienes), are a mathematical manipulative used by students to learn basic mathematical concepts including addition, subtraction, number sense, place value and counting. At Forest Street, the language we use is “base 10” as it relates to the place value 
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The numeral 0 that has the value of nothing, none, nil or nought.
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Unifix cubes are colourful interlocking cubes that help mathematicians learn number and math concepts.
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The multiples of ten up to 90 (20, 30, 40) are often called the ty numbers. Some children confuse them with the teen numbers (13, 14, 15…).
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A setting consisting of a 2×5 rectangular array which is used to support children’s thinking about combinations to 10 (for example, 7+3) and combinations involving 5 (for example, 7 is 5+2).
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The numbers from 13 to 19 are often referred to as teen numbers. Some children confuse them with the -ty numbers (20, 30, 40).
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The immediate, correct assignation of a number word to a small collection of items.
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Skip counting is counting in amounts other than ones. The most common amounts to skip count in are 2 (2, 4, 6), 5 (5, 10, 15), or 10 (10, 20, 30). Skip counting is often an efficient strategy to solve problems.
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