Lower Primary School Parent Handbook - DragonNet - Hong Kong ...

Content Standards
64 Hong Hong International School
number Sense
Number sense is an intuition about numbers and their relationships. This includes
having a feeling for comparisons among numbers, knowledge of the various
operations on numbers, the ability to represent numbers in several ways, and the
skills to interpret and use numbers from real-world situations.
Children with number sense pay attention to the meaning of numbers and operations
to make realistic estimates of the results of computation. They possess an accurate
notion of how numbers relate to each other and how those numbers provide
information about the real world. A child with number sense understands both the
relationship between numbers and the effects of operations on numbers.
At the Grade Two level, children apply the place value concepts, use standard
numerals and compare numbers up to 1000. They begin to explore concepts of
multiplication and division. They estimate solutions to addition and subtraction
problems and explain their thinking.
At the Grade One level, children apply the place value concept of grouping by
tens using manipulatives. They associate and compare standard word names and
numerals through 100. They begin using the language of "teens" (12 to 21). They
build models, draw diagrams and/or act out various interpretations for addition and
subtraction situations. Additionally, first grade students begin to use estimation or
mental math strategies to estimate and explain results to addition and subtraction
situations.
At the Reception Two level, children use manipulatives to complete one to one
correspondence and conservation of number tasks. Students have opportunities to
experience identifying and writing numbers up to 110. They compare and estimate
quantities using language experiences, manipulatives, and a variety of strategies.
They use manipulatives to explore addition, subtraction, multiplication, and division.
At the Reception One level, children explore numbers from one to ten through the use
of manipulatives. They use estimated-related words to describe quantity (more/less,
some/none, most/least). Children verbalize what will happen if the teacher takes away
or adds to physical objects.