# Number Rods

NUMBER RODS

Purpose:
To learn to count to ten and understand the value of each number.
To learn the names one to ten in association with the quantities.

Exercise:
The child works with the material as in the presentation.

Control:
The uneven formation of the rods, the number of sections in the rod, the teacher.

Age:
4 – 5 years

Materials:
Ten wooden rods varying in length from 1 dm to 1 m.
Each decimeter is colored alternately red and blue.

The first rod is red; the second rod is red-blue; the third rod is red-blue-red, and so on.
The rods correspond in length to the sensorial red rods.
A mat for the floor.

Presentation 1:
Invite the child to set out the mat on the floor and to help you carry the rods as before.
Ask the child to arrange the rods in stair formation beginning with the ‘one’ rod as we want the stair to grow.
When the child is familiar with the rods proceed to teach the names by the Three Period Lesson.

First: Bring down the one, two and three rods towards the child.
Place the one rod in front of the child and say its name a few times.
This is ‘one’, ‘one’.
Remove the one rod to the side and put the ‘two’ rod in front of the child and name it.
This is ‘two’, ‘two’.
Count it while touching each section and say: “One, two”.
Put the two rod to the side and place the three rod in front of the child and name it: This is ‘three’, ‘three’.
Count it while touching each section and say, ‘one’, ‘two’, ‘three’.

Second: Put the three rods in front of the child in mixed order, parallel and a short distance apart from each other.
Ask the child to give you the ‘one’ rod, then the ‘three’ rod, then the ‘two’ rod.
Playfully, ask for the rods again by name until you know the child knows them by name.

Third: Place a rod in front of the child and ask him to name it. ‘Which rod is this, count it for me.’ Place that rod to the side and place another rod in front of the child and do the same with the third rod. Always end your lesson by placing the rods in order.

Presentation 2:
Continue to teach the names of the other rods three at a time, always reviewing the previous rods until the child knows how to count the rods using their correct names.