Numbers

Objectives

• To recognize whole numbers and their order.
• Students will be able to recognize and name whole numbers 0-9 and be able to use them to make larger numbers.

Kit Contents

• Red Program Folder

• Books (in kit)
  • Walton, Rick How Many, How Many, How Many?

• Equipment (in kit)
  • 28 Three Bear Domino Cards
  • 1 Three Bear Domino Card Activity Guide
  • 1 Tape Measure
  • 1 Place Value Practice Board

Lesson

• Introduction
  • What are NUMBERS? The name given to show the quantity of objects being counted.
  • Where do we see NUMBERS? (on houses, mailboxes, money, stores, books, newspapers, games, cards, etc.)
  • How are NUMBERS used? (counting, measuring, finding)
  • How do we know which number is greater? (Be careful calling numbers bigger and smaller, since those words refer to physical size rather than numerical value.)

• Program
  • Read book, HOW MANY, HOW MANY, HOW MANY?
  • Using the BEAR DOMINO CARDS, find the cards where the NUMERAL or NUMBER on the left matches with the picture of the number of bears on the right of the card. (Since these are for Dominos, most of the cards have a numeral that does not match the number of bears on the picture.)
  • Now play and have fun. The dominos come with a description of how to play dominos with 2-4 players.
    • A single player may choose to play by his/herself by stacking all the dominos in a pile and taking one at a time off the top of the stack. If there is a place on the “board” where it will match, it gets put there, if not, it gets put in a separate pile until all of the first pile has been tried.
    • Dominos may be paired by strictly matching the ends (numerals with numerals, bears with bears) or mixing them (2 bears matches with the number 2).
    • Two people can use the dominos as flashcards. The tester could keep the pieces together and hold his/her hand over one side of the domino and the student says what the number is or how many bears are pictured.
    • As a test, the cards can be used similar to the flash cards in which the tester shows the card and then student writes down the corresponding numeral or draws a picture of the number of objects.
  • Look at the Tape Measure noticing the numbers 1, 2, 3, etc. which are WHOLE NUMBERS. Explain that counting numbers and WHOLE NUMBERS are the same thing. These are not the parts or fractions, which are represented by the lines between the numbers on the tape
  • Note there is a progression from 1 to 60 (or if you are using the metric side, it is 150). The numbers increase in value or become greater as we move from left to right.
  • Have the child see that after 9 the numbers become two digits.
  • Use the PLACE VALUE PRACTICE BOARD. In the ones column on the right, note how it goes up to 9 and then you have to start with the tens column and begin the ones all over again for 11, 12, 13…. 21, 22, 23… etc., then add the hundreds column and so on.
    • Below each grouping of numbers, the name of that particular place value is given. In practice, the names of those places should be used in order to increase student familiarity with those correct terms.
    • Students should be taught to realize that the left most number is the one that gives the name, and that any zeros to the right of that are parts of the number. Places to the left of the first whole number, can be ignored or covered up. All places to the right should be visible.
    • Practice by giving your student a number verbally, and having him/her show you that number on the board. Alternatively, put a number on the board and have the student practice accurately naming the number.

• General
  • The numbers and their values will need continuous practice and reinforcement in the beginning, but since they are the basis for most math concepts, it is important for the student to feel comfortable with these basics.
  • Children can often recite numbers far beyond their actual concept of what the number means and how it is expressed visually. Practice and encourage.
  • Remember to look for numbers wherever you are and say them out loud to learn place values. Count things as you go along – number of socks in the wash, forks on the table, cookies in the box, houses on the street, etc. There are numbers all around you.

 

Kit Topics | Families Counts