Cards and Counters

Materials:

Purposes:

Age: 4 – 4 ½

Preparation: The child has worked confidently with the Spindle Boxes

Presentation:

Invite the child for the lesson and to unroll a rug.
Show the child the material and have them carry it to the rug.
One at a time, review the numbers with the child at random.
Model how to order the numbers at the top of the rug left to right 1-10 with a little space between the cards.
Remove the cards, place at random at the bottom of the rug, and invite the child to order the numbers.

**Note: If the child cannot order the numbers, do not proceed, instead offer reinforcement on number order.

Count out the counters under the numerals.
Point to one, say one, count aloud one counter, centered below the card.
Point to two, say two, count aloud two counters placed side by side centered below the card.
Point to three, say three, count aloud three counters side by side and one centered below the pair, under the numeral
Repeat in this manner for the rest. The odd numbers have the last counter centered below the last pair.
Count the sequence: Point to the single counter (odd numbers) and run your finger up the columns (even number). Say the number as you do this.
To put them back, point to the number and then starting at the bottom, individually count each counter as it is returned one at a time to the box. Start at one.
Invite the child to count out the counters as many times as they like. Stay with the child for the first few. If the child has no issues, fade and observe

Control of Error: If there are counters left in the supply or not enough counters in the supply to finish

Following Exercises:

Odd and Even: After the child has finished counting out the counters, point as before stopping at the odd numbers and say, “odd”, run the finger up the column and say, “even”. Do 1-10. You may also follow it with a three-period lesson on odd and even. Ex: point to a number with an odd quantity, show me a number with a large quantity, run your finger down an even quantity.

Pedagogical Notes:

This is the first time the child both creates a number sequence and builds the corresponding quantity.
Counting by stopping at odds and running the finger up through evens gives the impression of divisibility without any conscious work.
If the child is challenged to understand odd and even, move the odd numbers on the lower part of the rug and the even numbers on the upper part. This separation may help the child see them more easily.

Spindle Boxes