In this chapter, we examine the development of proficiency with whole numbers. Although there still is much for them to work out during the first few years of school, children begin with substantial knowledge on which they can build. 1 Children’s facility with counting provides a basis for them to solve simple addition, subtraction, multiplication, and division problems with whole numbers. Even if children begin school with an unusually limited facility with number, intensive instructional activities can be designed to help them reach similar levels as their peers. As we described in the previous chapter, most children learn to count at a young age and understand many of the principles of number on which counting is based. Whole numbers are the easiest numbers to understand and use. ![]() ![]() DEVELOPING PROFICIENCY WITH WHOLE NUMBERS
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