c o n t e n t s t a n d a r d#1 n u m b e r s e n s e- connecticut(c o n t e n t s t n d r d # 1 n m b e r s e u n s e -康涅狄格)(16页).docVIP

c o n t e n t s t a n d a r d#1 n u m b e r s e n s e- connecticut(c o n t e n t s t n d r d # 1 n m b e r s e u n s e -康涅狄格)(16页).doc

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OVERVIEW Successful users of mathematics have good number sense. Number sense is defined as an intuitive feel for numbers and a common sense approach to using them. It is a comfort with what numbers represent, coming from investigating their characteristics and using them in diverse situations and, most critically; it involves an understanding of how different types of numbers, such as fractions and decimals, are related to each other and how they can best be used to describe a particular situation. When someone chooses to use fractions in one situation and decimals in another because the respective operations are easier to perform or the results are easier to understand, that process is evidence of good number sense. When a student is comfortable with using an approximation to a number in certain situations, or understands that an approximation rather than an exact number might have been used, that reflects good number sense. When students recognize that an answer is off by a factor of ten, or alternately that a decimal point has been misplaced, they are using good number sense. Students must develop a facility for working with the different types of numbers we use in day-to-day activities. Statements about one particular quantity might best be expressed with a fraction, a percent, a decimal, a ratio, an approximated whole number, or some other number form; and comparisons often have to be made among numbers in different forms. Therefore, students will need to be able to transform numbers from one form to equivalent numbers in another form, and to intelligently select the right form of numbers to use in a particular situation. The correct choice depends on the context of the situation; and therefore, students must possess an adequate understanding of each form and the interrelationships among them. The key components of number sense, include an awareness of numbers and their uses in the world around us, a good sense of place value concepts, app

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