**NUMBER RODS and CARDS**

**Purpose**:

To associate the written symbol with the quantity.

To give further experience of the sequence of numbers.

**Materials**:

The number rods and a set of number cards on which are printed the numerals 1 to 10.

One or two mats may be used depending on the space available.

**Control**:

The colored sections guide the child’s memory. Counting the sections carefully.

**Age**:

4 – 5 years

**Presentation 1**:

Using two mats place the number rods in mixed order on one mat and the number cards stacked in mixed order on the other mat.

Show the child a card and ask him to name the numeral.

Ask the child to find the number rod from the other mat to correspond with the number card and place the card on the correct section of the number rod.

The child continues to work in this way until all the number cards and number rods have been matched.

Always finish the lesson by placing the rods and numerals in correct sequence.

* Presentation 2:* (reverse exercise of the previous presentation)

Using two mats place the number cards in mixed order on one mat and the number rods in mixed order but parallel on the other mat.

Show the child a rod and ask him to name it and to count it.

Ask the child to find the number card from the other mat to correspond with the rod and place it on the correct section of the rod.

The child continues to work in this way until all the rods and number cards have been matched.

Always finish the lesson by placing the rods and numerals in correct sequence.

**Presentation 3**:

Composition and Decomposition of Numbers 1-10:

a) The number rods are arranged in sequential order.

Isolate the ‘ten’ rod at the top of the mat by shifting the other rods down to the bottom of the mat.

Say to the child that you are going to make tens with the number rods.

Place the ‘nine’ rod against the ‘ten’ rod aligning both at the left hand side and ask the child which rod should we add to the ‘nine’ rod to make the ‘ten’ rod.

By a process of trial and error the child finds that the ‘one’ rod and the ‘nine’ rod make ten.

Count the ‘nine’ rod and say: “Nine and one make ten.”

The child continues making all the combinations of ten until he reaches the five rod.

Show him how to flip it to the right hand side and say, ‘If we had another five we could make ‘ten’. **Note**: Number cards may be used to state equation together with the ‘plus’ symbol.

Show the child how to make nines, eights, etc.

b) The child makes tens as in Exercise ‘a’.

Begin at the bottom and work up. Review 5 and if we had another five it would make 10.

Take away 5 by flipping the five rod back.

Ask what is left.

State equation: 10 take away 5 is 5.

Repeat for the other combinations of tens and then the nines, eights, etc.