Lessons & Tips

Touch and name the numbers on the mat daily using either:

• • the numbers and the touch points
  • the numbers in the 0-20 grid
  • the ordinal numbers first through ninth
  • the sign language numbers
  • placing the 3-D numbers on the 0-20 grid
  • the numbers on the hundreds chart counting by:
    • ones
    • twos
    • fives
    • tens
    • or any other pattern

With 3-D numbers out of sight, the student identifies the number by touch. This can be done in pairs or numbers can be given to students in a circle or while waiting in line.

Use the 0-20 grid on the mat. The rules are the same as in Simon Says. Pinky Point to 6. Pinky Point to 4. Point to 1—students who point when pinky does say to, are out. Extension: When students are ready, use the 100’s chart on the back of the mat.

Ask the students to write their first and last names, first name on the first line of the grid with one letter in each box and last name on second line of grid with one letter in each box starting with box #1 on the left side of the grid. Ask students to count the letters in their first name and write a number in each box next to the letter. Then ask them to count the letters in their last name and write a number in each box as they count. Which has more letters, their first or last names? Ask them to count with a partner the letters using the ordinal numbers first, second, third, fourth……

Give each student a mat, an erasable marker and a bag of numbers. Students draw a number from their bag and place that number to the left of the first blank grid. The teacher draws a shape on the board and the students identify the shape (circle, square, rectangle, triangle) and then draw the corresponding number of that shape in the grids next to the number they chose, one shape per grid. Ex. 3 ooo.

Begin the class by inviting the students one at a time to count to five. Then give a student a “high five” and ask them what “high five” means. Give each child a piece of paper, scissors, and a crayon and ask them to work in pairs and trace each other’s hand on the paper with fingers outstretched. Ask them to cut out their hands and then write the numbers 1,2,3,4,5 with one number on each finger. Then ask them to bend the number 1 finger backwards and on the back draw one triangle. Then bend the number 2 finger backwards and on the back draw two circles. Bend the number 3 finger backwards and on the back draw 3 squares. Bend the number 4 finger backwards and on the back draw 4 rectangles. Bend the number 5 finger backwards and on the back draw 5 straight lines.

Students need 3-D numbers and manipulatives. The teacher signs, says or writes a number. The students find that 3D number and place it on the table or floor in front of her or him. Then each student counts out that number of manipulatives and places them next to the number. The grid in the middle of the number mat can also be used to line up the manipulatives.

Students need 3-D numbers, mats, and erasable markers. The teacher needs a bell. Choose two volunteers. Have the first student pick a 3-D numeral from the bag. The second student says the number and rings the bell the appropriate number of times. The other students take that numeral from their bags, place it on top of the number on the grid, and then write the numeral in a blank grid below.

Each week is dedicated to a number starting off with number one. Make a number book for each week with the number on the front. Each day make another page to put in the number book. Count out the number of objects as is the target number for the week and glue those objects or shapes on a piece of paper. Practice writing that number in number and word. Use a dot to dot with that number of dots. Place the number with touch points in the book for students to use for practice. Place the sign language of the number in the book. Write a story or story problem using the number of the week. At the end of the week, staple the book and send home for the student to practice. Have students read the book to at least 3 people at home or school and practice each page.

Use a large plastic container like a dream whip container. Inside place small objects for counting. You can make a spinner using a piece of cardboard, a brad and a safety pin. You can have several different spinners depending upon how high your students can count. Divide the cardboard into 10 sections and write 10 different numbers, one in each section. Put the brad through the center with the brad going through the hole of the safety pin and holding it onto the cardboard as the spinner. The student spins and lands on a number. The student then finds that number in their number bag and counts out that many objects from the container. Extension: Students can also sign the number, write the number, write the number word, and touch and count using the touch points of the number.

Each student needs a number mat and 9 numbers chosen from their number bag. Depending upon level of students, numbers can be single digit or double digit. The first three boxes of each line on the blank grid are used to place 3D numerals chosen. The teacher or leader has slips of paper in a bag with each slip having a number on it (either 0- 20 or 0-100. The teacher/leader picks one slip of paper from the bag and calls out that number. Students with that numeral push the number or numbers to the top of the mat. (Students may place a numeral only once on their mats. Ex. They cannot place 1 in all nine boxes.) The first student with all numbers called says, “Numero Uno”. Extension: Numbers can be called out as 4 tens and 3 ones using place value.

Use the top line of the 0-20 number chart on the mat. Practice first counting each number using the touch points. Then tell students you are going to learn how to double. Write on the board: 4+4. Ask students to touch the 4 and say “four” and then starting with the first touch point on four continue counting. Demonstrate while students participate counting, “five, six, seven, eight” and write =8. Ask students to read the math sentence with you, “4+4=8”. Show them this can also be written 4×2=8. Explain that times 2 means you doubled the four, you have two fours. Repeat with the other numbers. Let them practice in pairs.

For this activity students can work in pairs or together as a teacher directed activity. Each student needs 1 number mat turned to the 100’s chart and 1 color tile. The teacher or partner calls out a number from 1- 100. The student(s) cover that number on their board and determine which “10” they are closer to.

Students need a number mat turned to the 100’s chart and 10 tiles. Students are shown the odd and even numerals and the differentiation by color on the grid. Students cover 10 even numerals between 30 and 50. Then cover 10 odd numerals between 30 and 50.

In pairs students take turns using a penny and the 100’s chart on the number mat to make addition problems. One student tosses the penny on the 100’s chart and both students write down the first number. The second student tosses the penny on the 100’s chart and the students write the second number below the first number. The students add the numbers together and check their answers before making another problem. Extension: The students can create a word problem using the numbers chosen. The students can use the touch points to help them add the numbers. This can be used for subtraction, also, subtracting the smaller number from the larger number.

Each student has a bag of numbers and one mat turned to the 100’s chart for the pair of students. The game is played like Scrabble. Each player may place a number before, after, above or below a numeral already on the 100’s chart. Players may place only one numeral (it may take 2 numbers to create that numeral) per turn. Players who cannot place a number must pass. The game continues until a player runs out of numbers or neither player can play again. Add the numbers remaining in the bag and write it on paper to keep score. The person with the lowest
number at the end of play wins.

This game is played in pairs. Players start on space 1 of the 100’s chart on the mat (pairs need only one mat). The first player rolls the die and moves their mover the number of spaces indicated on the die and states the addition statement. (Ex. 1+6=7 and the student’s mover is on 7. Next play by that player: 7+3=10 and the student’s mover> is on 10.) The first student to reach or pass 100 is the winner. Extension: The game can be played starting at 100 and working backward for subtraction.

Each student needs a number mat turned to the 100’s chart. Model for students a pattern puzzle: 4, 8, 12, 16. What come next? Or, 28, 32, 36, ____, 44, 48, ____? Have them use the 100’s chart to see the pattern and determine the missing number. This can be used as a whole group activity or as a center.

In the top right box on the grid of the number mat each student writes: ones. In the next box over, students write: tens. In the third box to the left, students write: hundreds. The leaders chooses a number from their bag and calls out the number. Students find this 3-D number and place this digit in any one of the three labeled boxes. Continue this process until all three boxes have been filled in. Ask students to read the numbers they have created. There will be a possibility of three different numbers created by students each turn. Discuss how many hundreds, tens, and ones are in each number. Extension: Choose a number and specify where to place the number (ones, tens or hundreds) and all students should have the same end number.

Call out a fraction and ask students to use 3-D numbers to create fraction in the blank grid on the number mat. Then have students count out manipulatives to represent the top number (numerator) and place one manipulative in each box and then do the same for the bottom number (denominator). Discuss that _ means one of the two.

Write fractions on the board that have the same numerator but different denominators, such as 2/3 and 2/7. Ask students to create these fractions on their grids in the center of their number mats. Distribute manipulatives and have them show with manipulatives how these fractions are different. Extension: Ask which fraction is larger and how do they know.

Using the blank grid on the number mat, students box in the first 3 boxes across and down. Instead of using X’s and O’s, student use the 3-D numbers. The object of the game is to complete any row, column or diagonal so that two of the three numbers add up to the third number. The order of the numbers does not matter. The first move may NOT be in the center (or that player will always win). The second and subsequent moves can be anywhere on the 3×3 grid. The first to get an addition sentence in a row, column or diagonally is the winner. Extension: Use the same method for multiplication.

The students are given a worksheet with addition problems. Review the touch points using the number mat and show how to use them for addition. (Touch the larger number and say its name. Then touch the other number and continue counting while touching all of the touch points. The last number counted is the answer. Ex. 9 + 6= nine and touch the points on the six and say, “10, 11, 12, 13, 14, 15. The answer is 15.

Students are given a worksheet with subtraction problems. After reviewing the touch points using the number mat and counting backwards, show students how to use the touch points for subtraction. Touch the top number and say its name and then touch the bottom number and count backwards using the touch points. The answer is the last number said (Ex. 9 – 6= nine, eight, seven, six, five, four, three. 9 – 6= 3).

Ask the students to pretend they live in Doubleland. If you ask them a question, they are going to double their answer. Review that you double by adding the number to itself (4 +4=8) and this can also be written 4 x 2 = 8 or two fours equals eight. Let students use the touch points on their number mats if needed. Ask how many windows are in the room and then remind them that they live in Doubleland and they are to double their answers. Continue asking questions or giving students turns to ask questions and then answer. It can be a whole group activity or an activity for pairs.

Each student has a mat with the 0- 20 chart and 5 markers. This activity can be done as a large group on in pairs. Each student covers 5 numbers on the 0-20 chart. A student or the leader picks three numbers from the numbers’ bag. The students add up the three numbers. If they have covered this number on the chart, they remove that marker. The numbers are placed back into the bag and 3 more numbers are drawn by other student. The first student to remove all markers is the winner.

Call two students to the front of the room and ask the class how many noses they see. Ask students to write the number sentence using 3-D numbers on their mats and using erasable marker to make the equals and plus signs. Then ask how many eyes they see. Students create this number sentence on mats. Ask students at front to hold up 3 fingers and ask students to create this number sentence on mats. Have students discover that these are the special doubles facts. Get them to continue creating and writing all of the doubles facts using touch points when needed.

Students can work in pairs on alone. One student chooses a 3-D number from the bag without looking. The student must determine which number will have to be added to this number to equal 10. Students can choose to count forward on the 0-20 grid or use touch points if needed to determine the answers. Students write these facts on a piece of paper and place in their Ten books.

Practice counting backwards. Each student then draws a number from their bag without looking and places it face up where all can see it. To play, the students should order the numbers from least to greatest. The students who drew the highest and lowest numbers record a tally mark. Players return their numbers to their bags. Play continues until one student has five tally marks or time is up.

Students work in pairs. Direct students to take turns drawing 2 numbers from their bag without looking. Ask the students to subtract the smaller from the greater number. Then ask them to see which of the pair has the larger difference. The student with the larger difference gets a tally mark. The student with the most tally marks when time is called wins the game. Students may use the touch points to help solve and/or check the problems.

Divide the group into pairs. Give each pair a cup containing 10 pennies. Assign one person in the pair to count “heads” and the other to count “tails”. Tell one person in each pair to empty the cup onto the table or floor in front of them. Each person counts the number of pennies having their assigned side and then places this 3-D numeral on the table. Each person keeps score after each turn writing down the number and then adding the number of the next turn. The first to reach 25 is the winner.

Tell students that today they will be told only part of a subtraction story. They will use cubes and their number mats to help complete the story. Introduce the language that will later be used. “I will tell you how many items the story starts with and how many to take away. You have to find out how many are left.” Use characters like alligators, aliens, Sponge Bob, dinosaurs, etc. and a wide range of situations so the children understand the broad range of this operation. Ask students to pull out 3-D numerals to create the subtraction sentence. Use touch points to solve the problem. Use erasable marker to write – and = marks. Place the 3-D numeral that is the solution at the end of the sentence.

Using the blank grid on the number mat, ask students to write in the top left box: Start with. In the second box to the right, ask students to write: Take away. In the third box to the right, ask students to write: Have left. Ask, “If your ‘start with’ number is 7 and your ‘take away’ number is 3, what will your ‘have left’ number be?” Students place the 3-D numbers in the correct columns. They can use the touch points if needed counting backwards to solve the problem and determine the answer. Ask students to place the correct number in the “have left” box.

Show students how to “skip count” using touch points to determine answers in multiplication. Use the number mat with the 0-20 grid. Start by “skip counting” on the numbers one through nine by 2’s, 5’s and 10’s. Show students how to write the multiplication statement and have them either create it using 3-D numbers on the mat and erasable markers to write x and = or write the statements on paper. Example of skip counting for multiplication: 4 x 5: Skip count on the four touching each point while counting by fives. 5, 10, 15, 20. 4×5=20. Remember to count twice while counting on a number with open circles: 9 x 5: Skip count on the nine while counting by fives. 5, 10, 15, 20, 25, 30, 35, 40, 45. Extension: Practice with sheets of multiplication problems and create word problems to solve.

To review the concept of subtraction, sing the song “Ten in the Bed”. Use the 3-D numbers on the number mats to illustrate the subtraction sentence: 10 – 1 = 9. Keep expanding this concept as you read the book. Place the book and the 3-D numbers in a center.

Students point to a number (Ex. 8) on the 0-20 grid on the number mat. Then they are told to hop with their finger to another number (Ex. 17) and count the hops their finger makes to get to that number (Ex. 9). Help them to discover the addition statement 8 + 9 hops = 17. Ask them to first place this addition statement on their grids using 3-D numbers and then write it in the boxes below each number. Show them it was addition because they were “hopping” forward. Practice addition using 0 – 20. Extension: Expand this exercise to the 100’s chart and students write equations with 0-100. Repeat with subtraction using 0 – 20 and then 0 – 100.

Call ten children to the front of the room. Draw a 3-D number from the bag to decide how many will sit down. Ask students to record the subtraction sentence on their mats using their 3-D numbers and erasable markers. Next use a similar problem using pencils on a table compared to pencils on another table. Ask students to record and solve this subtraction problem. Continue creating and having students solve subtraction story problems.

Ask the students to point to a specific number on the 0 – 20 chart (8) and then draw a number from the numbers’ bag and name or sign the number for the students. Ask the students to touch this number on their 0-20 chart and continue counting using the touch points on the new number (3)—9, 10, 11. Show the students how to write this number sentence using 3-D numbers and erasable markers for + and =. Practice this in groups and in pairs. Extension: Use touch points for two and three digit addition and create story problems.

Choose 2 numbers from the number bag and show them to the class. Ask which number is the larger number and say its name. Point to the smaller number on the 0-20 chart and continue counting backwards on that number. The final number said is the answer. Show the students how to write this number sentence using 3-D numbers and erasable markers for – and =. Extension: Use touch points for two and three digit subtraction and create story problems.