FORMATION OF LARGE NUMBER CARDS WITH BEADS
To make the child more familiar with the different categories of numbers, especially in regard to reading the written form.
To give him the language for large numbers.
Preparation for working with: The hierarchy of numbers, i.e. that while the numerals are always from 1-9, it is the place they occupy in the large number that gives them their value.
In a number ‘0’ holds a place for a specific category. – Only 1-9 cards of each category is necessary to form any number.
9 unit beads, 9 ten bars, 9 hundred squares, 1 thousand cube.
A set of large number cards 1 – 9, 10 – 90, 100 – 900, 1000.
Three empty trays, three castors, two large mats.
Presentation: Small group exercise.
Set out two mats on the floor.
Bring a tray of beads to one mat. Lay out the beads, similar to the layout for the number cards.
Beginning with the units, lay out the beads for each category, individually, in a straight column working from top to bottom.
Count each bead using the category name as you lay it out.
On the other mat the children lay out the number cards as in the previous exercise.
Note: only 1000 card corresponding to only 1 thousand cube is necessary at this stage.
Each child gets a tray with a castor for holding the unit beads.
1. Single Category – Cards to Beads e.g. Units Place one number card of a single category on each child’s tray. Ask the child to identify it and to obtain that quantity of beads from the other mat. When the child returns, he reads the card and counts the beads. The child returns the card and the beads to their mats.
2. Single Category – Beads to Cards Place quantity of beads from one category on the child’s tray. The child counts the beads and obtains the corresponding card from the other mat. Check.
3. Two Adjacent Categories – Cards to Beads As in presentation 1a except place two cards which represent two adjacent categories on to the tray. Show the child how to superimpose the number cards and how to read the combined number, e.g., two tens and eight units.
4. Two Adjacent Categories – Beads to Cards As in presentation 1b except place a quantity of beads from two adjacent categories on to the tray.
Continue in this manner until all four categories have been included and proceed to non-adjacent categories as the child progresses.
The teacher and the child’s counting of the beads.
4 – 5 years