# Number Sense Interventions

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1 CHAPTER 2 Number Sense Interventions Lesson 1 Learning Goals Establish behavior boundaries Count to 10 orally Build numbers 1, 2 using blocks Number recognition 0 2 Count and sequence to 2 Count to 2 on fingers Make numbers 1, 2 on fingers Recognize quantities 1, 2 Partners of 2 (1/1) Story problems and number sentences: 2 family Perform number operations on fingers Write the numerals 0 2 Connect the quantity to numerals 0 2 Solve written number sentences: 1 and 2 families Materials COPY Cardinality Chart Subitizing Circle Cards (#1 12) Dot Chart for 2 Partner Dot Card for 2 Cards: = 2, 2 1 = 1, 1 1 = 0, 2 2 = 0 Lesson 1 Activity Sheet GATHER White board magnetic easel 3 interlocking blocks in a plastic bag 2 of each: pencils, erasers, crayons, and blocks Pencils without erasers and crayons Teacher Tip: It is important to gather and organize materials before each lesson to save valuable time. PREPARE Put student names on Lesson 1 Activity Sheets. Number Recognition Cards (0 2); See Chapter 1 for instructions on making Number Recognition Cards. ESTABLISHING BEHAVIOR BOUNDARIES Say, When we work together, I expect you all to carefully listen and do your best. Okay? When I am talking, you should be listening. And when I call on one of you to speak, we will all listen to you. That is how we show respect for each other. It is important that we respect each other so we can all do our best. To show me you are ready to learn, your body should be still, sitting just like this, feet under the table, bottom on the chair, and hands to myself. Wait for imitation. Exactly! That shows me you are ready. COUNTING WARM-UP Say, Let s count to 10. Use your inside voices and let s stay together. Ready? 1, 2, 3, 4, 10. Count slowly and clearly. 1

2 2 Jordan and Dyson Say, Let s count around the group this time. Each of you will say the next number when it is your turn. I will start 1. Point to the child to your right. Take a turn yourself. If a child says the incorrect number, then say, That was a good try but the next number is. Let s try again. For each error, back up 2 children and repeat so the child has an opportunity to be successful. MAGIC NUMBER ACTIVITIES (Magic Number is 2) Cardinality MATERIALS: Cardinality Chart, 3 interlocking blocks in a plastic bag Lay the Cardinality Chart on the table and say, This is a number chart. It has the numbers 1 10 across the bottom in a list. Run your finger across the numbers. Point to the number 1 and say, The first number is 1. Hold up 1 block and say, This is 1 block. How many blocks do I have? Wait for a response. Put 1 block on the first block above the number 1 and say, 1 block. Point to the number 2 and say, The next number is 2. Hold up 2 blocks one in each hand and say, These are 2 blocks. 1, 2. How many blocks do I have? Wait for a response Put the blocks together and say, 2 blocks. Then put them right above the number 2 on the chart. Cardinality Chart [number chart] Say, As we go up the list of numbers on the number chart (gesture up the number list on the Cardinality Chart), we add 1 block at a time. It is like climbing up steps, 1 at a time. See, 1 (put your finger on the block above 1) and 1 more (move to the top block above 2) is 2. Touch the number 2 and run your finger up the 2 blocks. Say, Let s try that again! 1 and 1 more is. If they do not answer right away, then use the previous gestures to scaffold the answer. Sequencing and Number Recognition 0 2 MATERIALS: Number Recognition Cards 0 2 (the 0 card is used for number recognition only not sequencing), white board magnetic easel Say, I have cards here with numbers on them. Say the numbers with me as I put them down. We will say the numbers together. Ready? 1, 2! Put the cards down horizontally as if building a number list. Orient the cards toward the Number Recognition Cards children. Hold up the Number Recognition Card 1 and say, What number is this? Wait for a response. Hold up the 2 card and say, What number is this? Wait for a response. Hold up the 0 card and say, What number is this? Wait for a response. Say, That s right, this is the number 0. Can you show me 0 blocks? Children should respond with showing empty hands or saying, No blocks or Nothing. Say, Each day we are going to have a Magic Number. Today our Magic Number is 2. Hold up the Number Recognition Card 2 and say, What number is this? Wait for a response. Say, That is right. This is the number 2. Our Magic Number today is 2. Say, This is how we write a 2. Watch carefully. Around and across. Write a 2 on the white board magnetic easel (no loop at the bottom of the numeral 2).

4 4 Jordan and Dyson Say, Now we are going to play a game. Each of you will take a turn telling how many circles are on the card. If it is not your turn, then say the answer in your minds, not out loud. Go around the group three times, showing each child a different card using the following protocol. Hold up the card and say, How many? Wait 1 second. Put the card down. If the child does not respond or shows indications of counting, then put the card down and say, Try to tell me right away just by looking, not counting. Hold it up again and say, How many? Wait 1 second. Put the card down. If the child responds incorrectly, then say, That is a good try, but there are circles. Put the card down, hold it up, and say, How many? Wait 1 second. Put the card down. PARTNERS OF 2 ACTIVITIES MATERIALS: Pencil, Partner Dot Cards for 2, Dot Chart for 2, Cards Note: Do not use the words plus or equals until it is introduced in the activity. Partners of 2 (1 + 1) Using Dot Chart for 2 Put down the Dot Chart with 2 dots. Orient it horizontally. Say, See, here are 2 dots. 1, 2. Touch the dots as you count. I can break them into 2 parts with my pencil. Separate the 2 dots using a pencil. Say, 1 and 1 is 2. Point to the dots when you say 1 and 1 and circle around the 2 dots when you say 2. Say, We call 1 and 1 partners for 2 because together they make 2. I made a partner card so I do not have to use my pencil to make parts. See how it looks the same. Put the Partner Dot Card for 2 above the Dot Chart for 2. Orient it horizontally. 1 and 1 is 2. Remove the chart and pencil. Dot Chart for 2 Partner Dot Card for 2 Partners and s = 2 Put down the = 2 card and say, Here is another way to show 1 and 1. This is a number sentence. We call this plus. It means to put these two amounts together. 1 and 1 or 1 plus 1. Gesture to each addend as you say them. Point to the equals sign and say, We call this equals. Equals means the same amount as 1 plus 1 is the same amount as 2. Gesture to each part of the number sentence as you say it. 1 plus 1 equals 2. Point to the plus sign and say, What do we call this? Repeat. Point to the equals sign and say, What do we call this? Repeat. Say, Let s say this number sentence together: 1 plus 1 equals 2. Put down the Partner Dot Card for 2 and say, See how the dots on each part match the numbers on the plus card. 1 plus 1 equals 2. Point to each dot, and then circle the 2 dots. Say, Let s say it again. 1 plus 1 equals 2. Touch the numbers and the signs on the Card = 2 Card for 1+1=2 Partner Dot Card for = 1 Using the Partner Dot Card for 2, say, I can use this partner card to show a take-away problem, too. Watch what I do. Say, I have 2, but if I take away 1 (cover up the dot on the left), then I have 1 left. Point to the remaining dot. Demonstrate again. Partner Dot Card for 2

5 Number Sense Interventions Lesson 1 5 Review Put down the 2 1 = 1 card and say, Here is another way to show 2 take away 1. We call this minus. Point to the minus sign. What do we call this? Wait for a response. Minus means take away. Say, So this says 2 minus 1 equals 1. Let s say this number sentence together. 2 minus 1 equals 1. Repeat. Touch the numbers and the signs in the number sentence. Say, That means that 2 take away 1 is the same amount as 1. Put down the 2 2 = 0 card and using the Partner Dot Card for 2 say, If I have 2 dots (circle the 2 dots) and take away 2 dots (cover both dots), how many dots are left? Wait for a response. Say, So 2 minus 2 equals 0. Repeat. Touch the numbers and the signs on the Card. Put the = 2, 2 1 = 1, and the 2 2 = 0 cards next to each other above the Partner Dot Card for = = = o 2 1 = 1 Card for 2 1=1 2 2 = o Card for 2 2=0 Say, Let s say these 1 more time. 1 plus 1 equals 2, 2 minus 1 equals 1, and 2 minus 2 equals 0. Gesture using the Partner Dot Card for 2 as you say each number sentence. STORY PROBLEMS MATERIALS: 2 of each: pencils, erasers, crayons, blocks; Cards Say, Now I am going to tell you a story. Give a pencil to a child sitting nicely and say, (Child) has 1 pencil. His/her teacher gave him/her 1 more pencil (give the child another pencil). How many pencils does (Child) have now? Hold up the = 2 card and say, That is right because 1 pencil plus 1 pencil equals 2 pencils. Point to the numbers as you say them. Say, This story is going to be a little different. Give another child an eraser and say, (Child) has 1 eraser. His/her teacher takes the 1 eraser (take the eraser). How many erasers does he/she have now? Children may say nothing or no erasers. If so, then ask, What number means nothing or no erasers? Hold up the 1 1 = 0 card and say, See, this says that 1 eraser minus 1 eraser equals 0 erasers. Point to the 0 and say, What number is this? Say, Here is another story. Give another child 2 crayons and say, (Child) has 2 crayons. The teacher takes 1 of his/her crayons (take 1 crayon). How many crayons does (child) have now? Hold up the 2 1 = 1 card and say, That is right because 2 crayons minus 1 crayon equals 1 crayon. Say, Here is 1 more story. Give another child 2 blocks and say, (Child) has 2 blocks. The teacher takes the 2 blocks (take 2 blocks). How many blocks does (child) have now? Children may say nothing or no blocks. If so, then ask, What number means nothing or no blocks? Hold up the 2 2 = 0 card and say, See, this says 2 blocks minus 2 block equals 0 blocks. Point to the 0 and say, What number is this? = 2 Card for 1+1=2 1 1 = o Card for 1 1=0 2 1 = 1 Card for 2 1=1 2 2 = o Card for 2 2=0

7 Cardinality Chart (page 1 of 1) Number Sense Interventions by Nancy C. Jordan and Nancy Dyson

8 Subitizing Circle Cards (page 1 of 7) Number Sense Interventions by Nancy C. Jordan and Nancy Dyson 3

9 Subitizing Circle Cards (page 2 of 7) Number Sense Interventions by Nancy C. Jordan and Nancy Dyson

10 Subitizing Circle Cards (page 3 of 7) Number Sense Interventions by Nancy C. Jordan and Nancy Dyson 5

11 Dot Chart for 2 (page 1 of 1) 10 Number Sense Interventions by Nancy C. Jordan and Nancy Dyson

12 Partner Dot Cards (page 1 of 1) 30 Number Sense Interventions by Nancy C. Jordan and Nancy Dyson

13 LESSON 1 Activity Sheet (page 2 of 2) = = = = 1 Number Sense Interventions by Nancy C. Jordan and Nancy Dyson 3

14 LESSON 1 Activity Sheet (page 1 of 2) Name: School: aaaaaaaa aaaaaaaa 0 aaaaaaaa aaaaaaaa 1 aaaaaaaa aaaaaaaa 2 aa aa aa aa 2 Number Sense Interventions by Nancy C. Jordan and Nancy Dyson

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