Identify the quantity of objects in a set and know that the last number counted tells how many ( cardinality) Know the verbal number sequence (be able to count from 1 to 10 aloud)Ĭount objects with one-to-one correspondence (numbers correspond with specific quantities) For example, it is helpful when children have begun to Later, children will use what they know about number composition to help them do addition and subtraction.įoundations of Number Composition and DecompositionĬhildren have the most success with number composition and decomposition activities when they have the beginnings of some foundational skills. If they can fluidly decompose 7, they can quickly figure out how many cups are missing. For example, a child might be asked to set the snack table for seven children, but only have four cups in their stack. What makes up 5? What are different ways 5 can be split up? As young children think about and model this with concrete objects, they are learning to see the underlying patterns in the number system and to develop number sense.Īs children develop their skills to compose and decompose numbers quickly and accurately, they can begin solving number problems in various contexts.

Number composition is different from addition or subtraction in that we are asking children to grasp the structure of a number. For example, the number 5 can be decomposed as 5 and 0 4 and 1 3 and 2.Īctivities such as the one in the opening vignette foster an understanding of quantity and of the relationship between numbers, and they lay the foundation for more complex math concepts to come. To decompose a number is to break that number (whole) into parts to make smaller numbers.

What Is Number Composition and Decomposition?Ĭomposing a number is putting together two numbers (two parts) to make a larger number (whole), like joining 2 and 4 to make 6. Sylwia used a game and real-life problems to make this big math idea meaningful for the children. They are engaged in a math experience about composing and decomposing the number 6. Sylwia and the children are not just having fun playing musical hoops. ” “Two.” A child exclaims, “Two and four is six!” ” Children complete her sentence: “Four.” “And the other part has. Th e teacher continues, “Oh, wow! We made another combination of the number six!” She represents this combination on the board using dots and numerals while the children count the dots with her. Sylwia then asks the whole group, “And how many are we all together?” The children call out, “Six!” “Adrian,” Sylwia asks, “what combination did we make this time? How many do we have in each hoop?”Īdrian counts the number of children in his hoop including himself, then counts the other hoop, replying, “Four and two.” Sylwia supports her dual language learners by translating key phrases into Spanish, such as “cuatro y dos.” The music stops, and the teacher and children each step into a hoop. The music starts again, sending the group galloping around once more. This time, they all gather into one hoop. When Sylwia pauses the music, the children know to scatter and find a spot in one of the two hoops. They sing along to a familiar tune playing in the background. Five preschool children and their teacher, Sylwia, are galloping around two Hula Hoops placed in the center of the rug.

Compose a number