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High School — Mathematics
Number, Number Sense and Operations


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    Number, Number Sense and Operations


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      Overview: Talking with Teachers about Number, Number Sense and Operations

      When students encounter a number like 25, those who have good number sense will realize this number is a multiple of 5, that it is 25% of 100, and that it is a perfect square. This type of understanding is necessary for students to grasp mathematical concepts. As students pursue estimation and computation with operations, they will increasingly rely on their sense of numbers.

      Having a strong sense of numbers involves understanding the types of numbers in the real number system. For example, students should be able to distinguish a given number as rational or irrational. Number sense also includes the ability to express equivalent numbers in a variety of forms, such as expressing one million or one billionth in scientific notation.

      Operating on numbers and discussing those operations is also vital to a student's mathematical understanding. Students should be able to discuss properties of operations and determine when they hold true. Finally students should be able to use estimation and computation to solve problems and to justify their answers.

      Even though students will not receive a score for the Mathematical Processes standard on the Ohio Graduation Test (OGT), it is still an important part of the curriculum. Content and processes should be taught in tandem. To better understand Number, Number Sense and Operations, click on the dropdown menu above and select Mathematical Processes.

      The content in this Teaching Tool is based largely on the Ohio Mathematics Content Standards and Benchmarks and includes released items from the OGT. Additionally, these materials are aligned with the National Council of Teachers of Mathematics (NCTM) standards. While various activities are suggested for working with students, this Teaching Tool is designed to complement a rigorous, research-based curriculum, not to substitute for one.

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