Ascertainable total . . . . Sum, Complement, Preponderance. . . . A unit belonging to an abstract mathematical system and subject to specified laws of sucession, addition, and multiplication . . . . Element of any of many mathematical systems oabtained by extension of or analogy with the natural number system . . . . A distinction of word form to denote reference to one or more than one; also: a form or group of forms so distinguished . . . . A word, symbol, letter or combination of symbols representing a number . . . . A metrical structure, musical notes, position, member of a sequence or collection designated esp. consecutively . . . . Selection, Routine, Rating . . . . in unison to a specific count or cadence . . . . In a systematic, routine, or mechanical manner

**The Concept of Number** [Piaget]

Learning one to one correspondence. May do a lot of re-counting at first.
*[Zigler, Edward F. and Matia Finn-Stevensen, Yale University. CHILDREN, Development and Social Issues. Lexington, MA & Toronto: D.C. Heath and Company, 1987.]*

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