The Numeracy Continuum

Aspect 3: Pattern and number structure

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The Numeracy Continuum

Introduction
Pattern exploration is central to the process of inquiry in mathematics as well as a fundamental component of childrens mathematical growth. Within mathematics, a pattern is something that remains constant in a group of numbers, shapes or attributes of mathematical symbols. Number patterns such as 10, 20, 30, 40 or patterns associated with counting are some of the earliest patterns we learn to generate as children. What remains constant in these patterns is the difference between each successive term. The identification of pattern associated with the structure of numbers is important not only for developing flexibility with computation, but also in creating a foundation for algebraic thinking (i.e. thinking about generalised quantities).

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

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The Numeracy Continuum

Identifying quantity
There are two basic complementary but different ways that we determine quantity: 1. Counting 2. Subitising. The earliest form of recognising quantity is described as subitising. Subitising is the direct and rapid perceptual apprehension of the numerosity of a group. The word subitise comes from the Latin to arrive suddenly (Kaufman, Lord, Reese, & Volkmann, 1949). Based on research into response times, subitising is generally associated with up to four objects in a random pattern.

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

With five or more items there is a dramatic increase in response times, suggesting counting may be occurring (Wolter, van Kempen, & Wijhuizen, 1987). The process of subitising is considered to be relatively effortless. The arrangement of the items also appears to have an impact on the response time with five or more items.

The Numeracy Continuum

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

When students have developed knowledge of the number words associated with small quantities, subitising can be used to describe when a student is able to instantly recognise and allocate a number word to a small group of perceptual items. Kaufman used the term subitising to refer to verbal naming of the numerosity of the perceptual items. An example of subitising is naming the number of biscuits on a plate without having to count each biscuit. Fitzhugh (1978) found that some children could subitise sets of two, but were not able to count them. As none of these very young children were able to count any sets that they could not subitise, she concluded that subitising is a necessary precursor to counting.

This student can subitise two, identify a pattern and predict the next term.

The regularity in a pattern can also contribute to an appreciation of how things fit together in space, known as spatial structure.

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The Numeracy Continuum

From spatial structure to numerical units

The introduction of structure into spatial patterns can assist in interpreting groups of groups, such as the column and row structure of arrays. This starts with developing a sense of the structure of how units are repeated in one direction. Then aligning the structure of units presented in rows can be built upon to develop into an awareness of structure in two directions: rows and columns. This in turn assists in seeing the rows and columns of 2-dimensional arrays as composite units. A composite unit is formed when a group of items is treated spatially or numerically as a unit rather than emphasising the individual items in the group. Simply recognising units is not sufficient and students need to develop ways of coordinating the groups that are formed. (See Level 5, Multiplication and division as operations in Aspect 5). Units of units in one dimension can also be seen in additive part-whole recognition of number (Figure 1).

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

Figure 1. A unit of five with a unit of three making eight in total That is, interpreting number in terms of part-whole additive relationships makes it possible for children to think about a number as being composed of other numbers. The idea of forming a unit made up of smaller pieces is also of fundamental importance in measurement and in multiplication (Figure 2). For both multiplication and measurement the use of structure with the units is essential.

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Figure 2. Increasing by groups of three

The Numeracy Continuum

Five as a base number

Our fingers and hands are usually the first models we use to deal with numbers. The use of finger patterns to communicate numbers persists well into our adult lives. Whether it is a request for an additional five minutes or a basketball referee signaling to the recording bench, the use of finger patterns provides an ongoing model for numbers. The reason our number system is based on ten appears obvious. Ten, however, is quite a large base for mental operations. Findings consistently indicate that some students frequently develop mental strategies that use doubles and multiples of five as points of reference. In explaining these findings, van der Berg and van Eerde (1985) note that the spontaneous use of five or ten as reference points reflect numerical relationships implicit in common finger patterns. For example, a student might show eight as five fingers on one hand and three on the other, or as four fingers on each hand. In short, the legacy of our early finger patterns is a preference for partitioning numbers less than ten into doubles or, making use of the five within the number. A finger pattern for six can emphasise five and one as well as the four more needed to make ten. These negative images, such as how many fingers are down when making six, form the basis of bridging to ten.

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

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The Numeracy Continuum

Number models that support the use of five as a base1

Engaging students in creating finger patterns for numbers is one way of emphasising the parts of a number. Finger patterns can also assist students in recognising how many more is needed to make ten.

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

Seven as a group of five and two The ten-frame is a device that mirrors the two hands to make ten structure. The ten-frame, developed by Wirtz (1980), is composed of two rows of five squares. Numbers are formed by placing dots, counters or other objects within the squares of the ten-frame. Ten-frames can support the use of five as a base. It is also possible to use structured number strips to the same end. Structured number strips (Figure 3) use ten linear spaces. They represent numbers greater than five with the first five shapes in one colour and the next five in a different colour.

Figure 3. Structured number strip for seven.

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Gravemeijer et al. note that supporting the development of five as a reference point is not new. See for example Hatanos (1982) use of 5-tiles, Fletchers (1988) 5-frames and even Wirtzs (1980) 10-frames.

The Numeracy Continuum

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

The use of five as a numerical composite within other numbers can assist in developing effective partitioning of numbers. In turn the idea of partitioning and combining draws on subitising and numerical composites.

Figure 4. Six plus seven as (5 + 5) + 3 or (6 + 6) + 1 or (7 + 7) 1. In Figure 4, six plus seven can be seen as 10 + 3 (making ten vertically) or the total can be obtained by using near doubles. Structured number cards incorporate the idea of 5-tiles, 10-frames and the arithmetic rack (rekenrek).

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The Numeracy Continuum

Array structures
Building the structure of an array can be achieved by aligning units presented in rows. Groups of groups can be treated as stacked linear arrangements, as shown below (Figure 5). ***** ***** ***** 15

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

Figure 5. Three groups of five This array structure can be used with multiplication in coordinating composite units or the arrays can be turned around to model the commutative property of multiplication (3 x 5 is the same as 5 x 3). Structured number cards can also be aligned to create linked arrays (see Figure 6).

Figure 6. Three sevens as three fives and three twos The linked arrays formed by the structured number cards can be used to demonstrate how multiplication is distributed over addition. That is, using the above example, 3 x 7 is the same as 3 x 5 plus 3 x 2. The structural properties of number are important algebraic relationships. Students need to recognise that algebra is a way of thinking about structure and modelling the world and not a series of rules for manipulating symbols. That is, algebra is not only a generalised arithmetic; it is a powerful way of symbolising relationships and describing structures.

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The Numeracy Continuum

Separating and combining

To solve a question such as There are 28 children at a party and 13 more arrive. How many are there all together? a range of solution methods is possible. Apart from using unitary counting or visualising the question as a vertical algorithm and carrying out the sum, students solution methods fall into two broad groups. Some methods will build on one number, say, 28 + 10 + 3 = 41, whereas others will partition both numbers. That is, 28 = 20 + 8 and 13 = 10 + 3, before combining the tens and ones separately. This standard (or canonical) separating of two-digit numbers into a tens part and a ones part underpins front-end mental addition methods. The approach of building-on one number relies on knowing how numbers can be broken into parts. However, when building-on one number, this partitioning of the number being added is not always a standard partition, based on positional values. For example, 28 + 6 can involve going through the next multiple of ten, 28 + 2 + 4 = 34. This relies upon part-whole knowledge to 10 breaking both the decade and the six into parts. Knowledge of partitioning numbers to 10 supports the process of bridging to tens. Partitioning numbers to 10 is not all that we need to learn about partitioning for subtraction. Subtraction within 20 refers to subtraction requiring regrouping with the minuends (number being subtracted from) between 10 and 20, such as 12 6 or 15 7. All of the subtraction problems with larger numbers involving trading, such as 52 37, are transformed into problems involving subtraction within 20 (12 7 in this example). To successfully carry out subtraction with trading, students need to be able to do the following subtractions within 20 by using number combinations. 11 2 =, 11 3 =, 11 4 =, 11 9 =, 12 3 =, 12 9 =, 13 4 =, 13 9 =, 14 5 =, 14 9 =, 15 6 =, 15 9 =, 16 7 =, 16 8 =, 16 9 =, 17 8 =, 17 9 =, 18 9 =

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

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The Numeracy Continuum

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

In addition to using bundling of objects to model addition and subtraction with trading (NS1.2) students need to count on by tens starting from any number and be able to recall the above number combinations. However, these number combinations need not be taught in isolation from solving subtractions.

Using friends of ten with subtraction within 20.

An alternate way of considering subtraction within 20 is to use the ten in the teens. That is, 14 6 can be determined by subtracting the 6 from 10 before adding the remaining 4, (10 6 + 4). This makes use of the standard partition of 14 (= 10 + 4), and draws on combinations making ten rather than decomposing the 6 into 4 and 2.

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The Numeracy Continuum

Overview of pattern and number structure

Emergent
Cannot immediately and effortlessly identify a quantity of two.

Instant
Subitises two.

Repeated
Recognises, describes and continues a linear repeated pattern of two.

Multiple
Creates a linear pattern of repeated units of a specified size.

Part-whole to 10
A student uses additive part-whole knowledge to ten. The student knows number combinations to ten and how many more are needed to make ten.

Part-whole to 20
A student using part-whole knowledge to 20 knows all number combinations to 20. For example, 7 + 8 might be instantly recalled or treated as one more or less than a double. The student is able to partition a number to 20 in both standard and non-standard form.

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

Number properties
A student understands the structural properties of numbers including how to regroup e.g. 9x6=6x6+ 3 x 6, 27 + 38 + 3 = (27 + 3) + 38, 5+88=5

Level 0: Emergent Prior to being able to focus on the structure of equal groups, students will be working at a level where they are unable to form equal groups of specified sizes. Initially, the student may be unable to instantly and effortlessly identify a quantity of two. Level 1: Instant At level 1, the student can subitise (at least) two. Level 2: Repeated At level 2, the student can recognise, describe and continue a repeated pattern of two. Level 3: Multiple At level 3, the student can create a pattern of repeated units of a specified size. Level 4: Part-whole to 10 At level 4, the student can recall and use number combinations to ten in processes such as bridging to ten. Level 5: Part-whole to 20 At level 5, the student can recall and use number combinations to twenty, in particular combinations across ten (8 + 6 = , 12 5 =). Level 6: Number properties At level 6, the student can use the structural properties of numbers to regroup when operating with numbers, including inverse operations (addition and subtraction as inverses, 27 8 + 8).

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The Numeracy Continuum

References
Berg, W van der and D. van Eerde (1985). Kwantiwijzer (Number diagnostics). Rotterdam: SVO/ Erasmus University. Fitzhugh, J. I. (1978). The role of subitizing and counting in the development of the young children's conception of small numbers. Dissertation Abstracts International, 40. Fuson, K. C. (1992). Research on whole number addition and subtraction. In D. A. Grouws (Ed), Handbook of research on mathematics teaching and learning (pp. 243275). Hatano, G. (1982). Learning to Add and Subtract: A Japanese Perspective. In J. P. Carpenter, J. M. Moser and T. A. Romberg (eds.) Addition and Subtraction: a cognitive perspective (pp. 211224). Hillsdale, NJ: Lawrence Erlbaum. Kaufman, E. L., Lord, M. W., Reese, T. W., & Volkmann, J. (1949). The discrimination of visual number. American Journal of Psychology, 62, 498-525. Papic, M. M., Mulligan, J. T., & Mitchelmore, M. C. (2011). Assessing the development of preschoolers mathematical patterning. Journal for Research in Mathematics Education, 42(3), 237-268. Steffe, L. P. (1992). Learning stages in the construction of the number sequence. In J. Bideaud, C. Meljac & J. P. Fischer (Eds), Pathways to number (pp. 8298). Hillsdale, NJ: Lawrence Erlbaum. Treffers, A. (1991). Het rekenrek 1&2 (The arithmetic rack). Willem Bartjens, 8 (3); 8 (4) pp.151153; pp.199200. Wirtz, R. (1980). New Beginning, A Guide to the Think, Talk, Read Math Center for Beginners. Monterey: Curriculum Development Associates. Wolter, G., van Kempen, H., & Wijhuizen, G. J. (1987). Quantification of small numbers of dots: subitizing or pattern recognition? American Journal of Psychology, 100, 225-237.

Aspect 3: Pattern and number structure

Introduction Identifying quantity From spatial structure to numerical units Five as a base number Number models that support the use of five as a base Array structures Separating and combining Using friends of ten with subtraction within 20 Overview of pattern and number structure References

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