Sandpaper Numerals

T. Hester

MECR/2016

Sandpaper Numerals

(Numerical Symbols)

Materials:

A set of numerals from 0-9 cut out of smooth grade sandpaper, mounted individually on ten smooth tablets. Numerals may be mounted in the center or one set with numerals mounted on the right side for right-handed people and another set with numerals mounted on the left side for left-handed people. A box in which to store and carry the numerals. Table.

Preparation:

Touch Boards.

Practical Life works.

Number Rods.

Check that the materials are complete.

Age:3 ½ years.

Direct Aims:

To associate the symbols 0-9 with their corresponding names.

To train the tactile and kinesthetic senses for writing the numerals 0-9.

Indirect Aims:

To prepare the mathematical mind.

To develop order, concentration, coordination, and independence.

Presentation:

Vocabulary:

Sandpaper Numerals.

Numeral names 0-9.

Points of Interest:

The feel of the Sandpaper Numerals.

Saying the numeral names.

Visual contrast between the Sandpaper Numeral and its background.

Zero.

Control of Error:

The teacher in learning the numeral names.

Feeling the contrast between the rough sandpaper and the smooth board and realizing that, to trace the letter correctly you must keep your fingers on the sandpaper.

A heavy touch causes the board to slide and hurts your fingers.

The size of the numerals is only traced with two fingers efficiently.

Variations:

Play the Knock, Knock game. Turn cards over. Knock on back of first card. Say, “Who’s there?” Turn over. “One!” Do individually or as a group.
After the Three Period Lesson with two of the cards, turn one card over while the child’s eyes are closed. Have them open their eyes and tell you which numeral is turned over.

Extensions:

Sand Tray
White boards or chalkboards. (Individual) Child writes own. You can model writing a numeral and the child copies. Or, “Can you write a big 3 like mine? Small 3, etc.?”
Make a numeral necklace or booklet.
Make a rubbing of the numerals.
Have child make their own sandpaper numeral cards. Card with numeral written on it. Squeeze glue over the numeral. Sprinkle sand on top. Let dry.
Ziploc bag full of goo mixed with food coloring. Trace numerals over the sealed bag.
Highlight numerals for child to trace over.
Sensitize the fingertips by washing hands before tracing the numerals.

Notes:

Spindle Boxes

Materials:

Two wooden boxes, each divided into five compartments. Symbols 0-4 are labeled in sequence in the first box and 5-9 in the second box. A box or basket containing 45 wooden spindles. (Spindles may be divided into, 10 in the first box and 35 in the second box.) Table.

Preparation:

Red and Blue Rods and Wooden Numerals.

Check that the materials are complete.

Age:3 ½ - 4 years.

Direct Aims:

To introduce the concept of 0 as a placeholder.

To introduce the idea of sets.

To extend and reinforce the child’s knowledge of number names, numerals, and quantities.

Indirect Aims:

To prepare for counting in the base ten.

To develop order, concentration, coordination, and independence.

Presentation:

Vocabulary:

Spindle Boxes and the numeral 0.

Points of Interest:

Separate items may make up a quantity.

Nothing is placed in the zero slot.

The feel of the spindles.

The sound of the spindles as they go in the slot.

The feel of the spindles as the quantity increases.

Control of Error:

45 spindles.

Variations:

Two boxes. Separate basket for spindles for each tray. 10 in first basket, 45 in the second.
Use just one box for the child who is having trouble counting past 4.
Keep spindles in their compartments. Count them out of their compartments and then put them back in.
Bring me game – Ask child for a number of spindles, child brings them to you. Auditory memory.

Extension:

Jars with numerals on them to put spindles or other objects in. e.g. Popsicle sticks, tongue depressors, straws, etc.
Combine with the red/blue rods.
Play games. Clap 1 time, 5 times, 0 times, etc. Will reinforce the concept of zero. Good line game.
Tie ribbons around each bundle. 3 ½ - 4 year olds can’t tie. This is a historical variation that Montessori wrote into her own presentation. Referred to in readings. Could use scrunchies or pipe cleaners for the little ones.

Notes:

Numerals (Cards) and Counters

Materials:

A set of red numerals, 1-10 or a set of cards with the numerals 1-10 printed or mounted on them. A collection of 55 red plastic counters. Container (s). Rug.

Preparation:

Spindle Boxes.

Check that the material is complete.

Age:3 ½ - 4 years.

Direct Aims:

To extend and reinforce the child’s knowledge of number names, numerals, and quantity. To reinforce the ability to order the numerals 1-10.

To order quantities into sets.

To introduce the idea of odd and even numbers.

Indirect Aims:

To prepare for work in the base 10.

To prepare for skip counting.

To develop order, concentration, coordination, and independence.

Presentation I:

Presentation II (Odds and Evens):

Vocabulary:

Numerals and Counters.

Numerals 1-10.

Odd and even.

Points of Interest:

Separate items make up a quantity.

The cut out numerals.

Every other quantity in the sequence 1-10 is odd and the remaining are even.

Running your finger down the center to determine if the number is odd or even.

Control of Error:

The 55 counters.

The layout of the chips.

Variations:

Use Three Period Lesson strategies. Period 2 - “Show me an odd number”. Period 3 - “What is 4?” “What is 5?” Do this first with them looking at the material on the rug, then have them not look.

2.Remove all the odd or even numerals (or turn over the odd or even cards) and have the child just read the odd or even numerals.

Extensions:

Use a pointer to run down the columns.

2. Prepared papers for both presentations. Have to lay out work first.

3. Have a basket with a number of counters 10 and below. Say, “I wonder if there is an even number or an odd number in the basket.” Child lays out in pairs to figure it out. When child has worked with teens and tens, can put larger numbers in a basket or jar.

Put odd counter to one side instead of in the middle. Use slips of paper to tell if a number is odd or even. If it’s straight, it’s even. If it’s slanted, it’s odd.
Use shells instead of counters.
Mount numerals on card or paint the back of the numerals a different color to help with reversals.

Notes:

Number Rods (Red and Blue Rods) and Numerals

Materials:

The Red and Blue Rods. A set of numerals 1-10 printed on ten wooden tablets. Box. Rug.

Preparation:

Red and Blue Rods (mastery of at least four rods).

Sandpaper Numerals (mastery of at least four numerals).

Wooden Numerals.

Check that the materials are complete.

Age: 3 ½ years and up.

Direct Aims:

To associate a written numeral with its corresponding quantity.

To establish a sequence of quantity and symbol.

To establish that a spoken numeral can be represented in quantity and symbol.

Indirect Aims:

To prepare for counting in the decimal system.

To develop order, concentration, coordination, and independence.

Presentation:

Vocabulary:

Red and Blue Rods.

Numeral names 1-10.

Points of Interest:

Seeing that these two materials represent the same thing.

Placing the numerals at the ends of their corresponding rods.

Seeing the progression of the numerals 1-10 along the red and blue stair.

Control of Error:

The child’s knowledge of quantity and symbol.

Counting the sections of the rods.

Noting the irregularity of the stair when rods are not in proper sequence.

Noting that the numerals are not correctly matched to a rod of the correct quantity.

The correct number of rods to match the numerals.

Variations:

Pick a numeral and have the child get the corresponding rod.
Place two rugs out, far apart. Build the Red and Blue Rods on one rug in order. Put numerals on second rug in random order. Child counts first rod, finds the numeral that matches, and put it on the end of the rod.
Random the rods on one rug and the numerals on another. Match symbol to the rod.

Extensions:

Prepared paper. Color Red and Blue Rods and the numerals.
Use the Red and Blue Rods to measure things in the classroom. Can measure the Montessori Sensorial materials because they are metric. Record your results.

Notes:

Memory Game

Materials:

Two containers, one containing slips of paper with numerals written on them 0-10 (or blank slips and a pencil), the other containing a collection of 55 objects all alike, and a small basket. Table and a rug.

Preparation:

Cards and Counters.

Check that materials are complete.

Age:3 ½ -4 + years.

Direct Aims:

To reinforce number names, numerals, and quantities 0-10.

To develop visual memory of a numeral.

To develop the capacity to remember a desired final number while counting.

To assess the child’s knowledge of 1-10.

Indirect Aims:

To prepare for counting in the decimal system.

To develop order, concentration, coordination, and independence.

To develop positive social behavior.

Presentation:

Vocabulary:

Memory Game.

Points of Interest:

Keeping your number a mystery.

The objects themselves.

Remembering your number as you walk across the room.

Guessing the number of objects in the basket.

Proving your numeral to your friends.

Working with classmates.

Receiving your mystery message.

Control of Error:

55 counters.

The child’s proving his work by counting out the counters to his peers or peers counting out to the child.

Variations:

Omit zero for the first presentation. Add it later.
Lay out objects below the numerals.
Have children clap hands, hop, etc. to their mystery number.
When you bring the objects back in a basket, give your peers a quick peek into your basket. Peers guess (estimate) how many are in the basket.
Have children write their own slips.

Extensions:

Put the numeral slips in separate little jars or Chinese purses. Roll slips in bottles (Message in a bottle).
Use the prepared slips so children can play the game independently.
Make a Teens Memory Game.
Advanced commands as in Language area. Ie. Give 3 shells to your friend.

Notes:

May do as a group. If a child is able to do this work they are ready to move on to the Teens Boards. This work acts as a check.