Introduction to the Decimal System: Cards

Materials:

• The large number cards in a box

• 1-9 are in green; 10-90 are in blue; 100-900 are in red; 1000-9000 are in green

• A rug

Purposes: To learn the written symbols that correspond to the quantities just learned with the golden bead materials

Age: 4 – 5 

Preparation: 

• The child has worked with the Introduction to the Decimal System: Beads

• The child is confident in the recall of the names of the categories associated with the material.

Presentation: Introduction

• Invite the child for the lesson and to bring the box of cards to the table.

• Remove 1, 10, 100, and 1000. 

• Place the 1 in front of the child.  Ask the child to tell you what number it is and what color it is.  Place the numeral upside-down at the top of the table.

• Place the 10 card in front of the child.  Ask the child to tell you what number it is and what color it is.  Place the numeral upside-down at the top of the table.

• Show the child the card for 100 and tell them its name. Ask them to say the name, the color, and how many zeros it has. Place the numeral upside-down at the top of the table. Repeat for the 1000 card.

• Turn over the cards and move the 1-unit card to the left of the box.

• Commence a Three-period Lesson with the cards of 10, 100, 1000 using the vocabulary of the numbers, incorporating naming their color, and number of zeros in the second period commands.

• Show the child how to put the cards away.

Control of Error: None

Note: In the moment of the verification, the child may see they have brought something different than what was asked for.

Following Exercise:

• Bring Me with the Cards:

  Note: This may be done with one child or a small group.

  • Invite the children to the lesson and to unroll a rug.

  • Onto the lower right quadrant of the rug, count out the unit cards in order by name (one unit, two units…) but place them at random.

  • Repeat for the tens, hundreds, and thousands cards in different corners of the rug.

  • Ask the children to each bring a math tray to the rug.

  • Explain that you will move across the room. They will bring you the number from the rug that you ask for. 

  • Start with single categories, verify the quantity brought by asking the child what number they brought, (sometimes ask what color, and how many zeros) and then send them to bring a different quantity.

  • As with the beads, give the children units first, then tens, then hundreds, and then thousands.

  • Continue asking the child to retrieve numbers as long as the child is enjoying the process.

  • Model how to put the cards away. Count aloud naming each card beginning with one unit, using both hands to hold the edges of the card. Count a few and transfer it to the child.  Count the other categories when the stack is complete.  Place the thousands in the box, then hundreds, then tens, and then units. Align the cards on the right so each card shows the one.

Pedagogical Notes:

• The following exercise builds the memory. It is important to remember the card you requested.

• The sensitive period for order is active and is supporting the child in classifying and categorizing their world.  The colors help to build mental classifications for the categories of the decimal system which are quite abstract.