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.
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.
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 !
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!
· 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.