### HOW DO KIDS LIKE TO PLAY WITH THE NUMERALS?

**PLEASE NOTE: These 1-10 ‘verses' are enhanced with action, song, fingers... **

WARM UP! … **find a partner, ‘huddle' or team … **LOOSEN UP!

#### 10 Little ‘ACTION' verses

**(Kids ‘make up' appropriate actions)**

**Big or little...do you see? **

**1 is special ...just like me! **

**Start with 1 and go to 2 ; **

**Think of pairs and name a few. (Do it!) **

**Say the number...count with me; **

**See how easy ... 1, 2 , 3 ! **

**Go to 3 and add 1 more. **

**3 plus 1 will make a 4. **

**1 and 2 and 3 , 4 , 5 ; **

**Use your fingers ... count to 5 . **

**After 5 will come a 6 ; Turn it right…or you must fix. **

**See the 7 .... guess the weight, **

**More than 6 but less than 8 . **

**Skip by 2 's to get to 8 ; **

**You will find it works just great! **

**Hop by 3 's to make a 9 ; **

**Hop Hop Hop; it works just fine! **

**1 0 small pennies make a dime. **

**Find the 1 0 's place. Yes, it's time.**

#### I FEEL

**A Captain gives each player a numeral from the Tool Bucket to name and describe. **

#### PASS THE BUCKET

**Similar to the above, except each player may choose which numeral to describe. **

#### MYSTERY DIP

**Place numerals 1-10 in the Tool Bucket. The players in turn will close their eyes, and draw **

**numerals from the bucket, feeling and naming each numeral. **Extended: **With eyes still **

**closed, the player will feel and place the numerals in order 1-10. **

** **

#### HIDE AND SEEK

**Two sets of 1-10 numerals are hidden around the room by the teacher. Players are grouped **

**into two teams. Each team player will help to find these numerals and arrange them in order **

**from 1-10 at a designated team place. The first team to do this wins the game. (Numerals **

**may be ‘found' in random order, or in sequence.) **

** **

#### PLAY ‘PROVE IT'

**A ‘CAPTAIN' will choose a number (for example 7), and say “How many ways can you **

**‘make' a 7?” Teams or partners can stack different numerals; and in different ways, feel and **

prove what = what! **The team that discovers most ways to ‘prove' 7... WINS.**

### Love for numbers grows or sinks at an early age!

**© A. Preus 1994 **

**EACH OF THESE SUGGESTIONS IS A LESSON IN ITSELF. **

**A THOUSAND LESSONS IN A BUCKET! **

WARM-UP... GAME TIME !

KICK-OFF!

**Feel the ** 1. **Stack **1 + 1 = 2 . **Stack **2 + 1 = 3 . **Stack **3 + l = 4 . **Feel. Stack **2 + 2 = 4 .

**“What color is **4 **?” **(Red) **“What color is **2 **?” **(Red) “ **Can you ‘make' **4 **using 1's?” **

**“How?” **(1+1+1+1=4; also 2 + 2 = 4 ) “ **Are four 1's or two **2 **'s the same thickness as **4 **?” **

**“ **Why ** do you THINK ** 8 is also red **?” **( 8 ** is the **same thickness **as **4 + 4 or 2 + 2 + 2 + 2 .)

#### EXPLORING FACTS AND CONCEPTS TOGETHER

K **Kids estimate the sum of 3 numbers as more or less than 10. Stack and prove. **

I **Interest is extended if discovery moves to a higher level. CAC is a system. **

C **CAC materials can adapt to growing skills. See ‘Hands On' booklets I, II. **

K **Keeps parents involved in ‘helping' by using these booklets. **

** **

O **Organizing math games is easier when kids are asked to help as ‘captains'. **

F **Friendships can develop as ‘partners' learn together. **

F **Following your ‘hunch' in leading kids to explore is rewarding! **

MORE EXPLORING

**· How many colors are used in CAC games? (Only 4: Red, Green, Yellow, Blue.) **

**(Pick up a numeral that is uncolored: White 1.) **

**· Can you ‘make' each numeral using only 1's? Try doing this with your partner. **

**· How can you put numerals 1-10 in ‘order' if you are not sure? ( ****Thinnest ****to ****th ****ick est?) **

**· Use your fingers to ‘walk up' the number ‘stairs'…‘walk down';‘slide up, down.' **

**· Which numeral is more than 3, but less than 5? (4); etc. **