Introduction of Teens with Beads

Materials:      

  • A container

  • Colored Beads 1 - 9 (Short Bead Stair)

  • 9 Golden Bars of 10

  • Rug (or Felt for the table)

Purposes:

  • To learn the names for the quantities 11 - 19 

  • To see the relationship of the numbers 1 – 9 to the number 10

Age: 4 - 5

Preparation:  The child has done the Numbers 0-10 exercises

Presentation: 

  • Invite the child for the lesson, to bring the mat and the tray of beads to the table.

  • Introduce the colored beads.

  • Show one and count it.  Let the child count it and set it to the left side of the mat.

  • Show two and count it left to right with your finger touching the beads.  Let the child count it and set it below the one.

  • Repeat for the rest making a triangle (stair) on the left side of the mat.

  • Place a ten in front of the child and ask her to count it. Place it under the stair vertically and line the rest of the tens up in the same manner.

  • Place a ten in front of the child vertically, “ten and..” place the one, “one” at the top right of it.

  • Count it starting at the top of the ten down to 11.

  • Let the child count.  Move the 11 up to the top of the mat.

  • Repeat for 12 and 13.

  • Three-period lesson.  In the second period include counting and making the numbers with the beads. 

  • If the child is willing to do the next 14, 15, 16.  If they still want more, do the rest.

Control of Error:  None. The child’s knowledge of the number sequence 1-9 will help guide them in the building the Teens

Following Exercises: 

  • Extended Second Period: After the child has been introduced to all beads. Tell the child a number to make in a random order.  When they have made them all, invite the child to place them in sequential order.

  • Extended Third Period: The guide makes a combination with the bead bars and the child identifies what it is.  Once all are made, invite them to place them in sequential order.

Pedagogical Notes:

  • Do both following exercises before going onto the Teen Boards.

  • The child will be working in parallel with the decimal system.

  • Most of the time, the child starts with the decimal work and shortly thereafter will start the teens.

  • You do not have to start decimal first, follow the child and where their interest is.

Next

Teen Boards