my second book of Montessori Inspired Series
numbers
by
Sajjad Ahmed Razi
my second book of
numbers
This book is the property of ____________________
Montessori Inspired Series Montessori Pakistan (Pvt.) Ltd. has been dedicatedly serving the children of the nation since 2002 by; Ÿ Ÿ Ÿ Ÿ
training teachers in Montessori method of education at early childhood and primary levels. supporting schools to implement Montessori. developing international standard premium quality Montessori training and teaching resources. manufacturing high quality Montessori classroom material, furniture and fixtures.
Our Montessori Inspired Series is based on the philosophy and methodology of Dr. Maria Montessori. We strongly believe in the effectiveness of her theories of the child and her method of education. This series of books is a tribute to her legacy. They have been designed as supplementary resources to be used, by Montessori trained teachers in schools or by Montessori trained parents for home-schooling their children at home, along with real Montessori materials. Though they can be effectively used as stand-alone textbooks in conventional schooling environments, but we strongly recommend to use them in prepared Montessori environment for best results. Montessori Inspired Series are easy to use books, workbooks and other resources e.g. Montessori classified cards, nomenclature materials, flash cards, etc. Our experts are eager to support any individual or institution that intends to use our Montessori Inspired Series. Please feel free to ask for orientation sessions (which are provided free of cost) to learn to teach using our resources. You can also call us on our toll free helpline (0800-4555) for any assistance regarding the Montessori Inspired Series. Children are human beings to whom respect is due, superior to us by reason of their innocence and of the greater possibilities of their future.” Dr. Maria Montessori
i
Montessori Math (Group 2, 3, 4) Decimal System, Counting Beyond Ten & Memorization of Tables Objectives Ÿ Ÿ Ÿ Ÿ
The child will learn to count any quantity till 9999. The child will learn to identify numerals till 9999. The child will learn to add quantities (sum of whose would be less than 9999). The child will memorize addition table of 2.
Special Instructions Ÿ In Montessori we always follow the following sequence in Math instruction. - Quantity First (At first, the child learns to count) - Symbols Second (Secondly, the child learns to identify numerals related to the quantities learnt earlier) - Relating Quantities and Numerals (At the third stage the child learn to match the numerals with their respective quantities) Ÿ Make sure you are familiar with Montessori’s three period lesson, as you will have to use that frequently. Ÿ Preferably, make relevant Montessori material (which include number rods, sandpaper numbers, number cards, spindle box
and cards and counters) available and use prior to relevant activities in this book. (Refer to PMC’s Math Curriculum Manual or consult an MP’s representative.) Ÿ Do not push the child to write. This book is designed for developing counting, identifying numerals and matching skills. However, if the child can easily hold pencil and wants to write, he should be happily permitted. For further writing practice use the sand tray, chalk boards and the relevant Montessori Inspired Numeracy Workbooks. Ÿ As much as possible avoid large group teaching, and use the book in individual sessions. Ÿ Symbols used on each page help teachers understand the activities and children do their work independently. Introduce these symbols and explain what each symbol means.
3
count
period lesson
read
draw
ii
colour
match
+ add
continue
3
period lesson
introduction to decimal system
date: ____________
Instructions: Complete the Three Period Lesson with the real picture first. Then draw the child’s attention towards the illustrations (developing relationship with the real bead material in the picture) and do the Three Period Lesson once again. Prerequisite: Preferably, the child should have done Introduction to Decimal System.
1
3
count
period lesson
what comes after nine units?
date: ____________
Instructions: Point to the units and ask what they are. When he says units, ask him to count the units as 1 unit, 2 units, ... 9 units. When he has counted nine units, ask, “What comes after nine units”. Wait for him to say 10 units and then draw his attention to the bar of ten saying, “We call ten units, one ten. Can you see the units on the bar of ten? Can you please count them for me?” When he has counted ten units on the ten bar, affirm again that we call ten units ONE TEN. Prerequisite: Preferably, the child should have done Passing Nine Game.
2
3
count
period lesson
what comes after nine tens?
date: ____________
Instructions: Point to the tens and ask what they are. When he says tens, ask him to count the units as 1 ten, 2 tens, ... nine tens. When he has counted nine tens, ask, “What comes after nine tens”. Wait for him to say 10 tens and then draw his attention to the square of hundred saying, “We call ten tens, one hundred. Can you see the tens on the square of hundred? Can you please count them for me?” When he has counted 10 tens on the hundred square, affirm again that we call 10 tens ONE HUNDRED.
3
3
count
period lesson
what comes after nine hundreds?
date: ____________
Instructions: Point to the hundreds and ask what they are. When he says hundreds, ask him to count the hundreds as 1 hundred, 2 hundreds, etc. When he has counted nine hundreds, ask, “What comes after nine hundreds”. Wait for him to say 10 hundreds and then draw his attention to the cube of thousand saying, “We call ten hundreds, one thousand. Can you see the squares of hundreds on the cube of thousand? Can you please count them for me?” When he has counted 10 hundreds on the thousand, affirm again that we call 10 hundreds ONE THOUSAND.
4
count
How much is this?
date: ____________
Instructions: Ask the child to count the units. Then, ask him to count the tens, hundreds and finally the thousands. When the child has counted everything, ask him, “How much is all this?�. Help him express the whole quantity as three thousand, three hundred, four tens and four units.
5
count
How much is this?
Instructions: Ask the child to count the quantities in each box separately, as done on the previous page.
6
date: ____________
count
How much is this?
7
date: ____________
3
period lesson
match
introduction to decimal symbol
date: ____________
1 10 1 00 1 000
Instructions: Associate the number cards with the quantities and do the Three Period Lesson with the numbers as one unit, one ten, one hundred and one thousand. Prerequisite: Preferably, the child should have done Introduction to Decimal Symbols with real large number cards.
8
3
read
period lesson
match
arranging decimal symbols
date: ____________
1 10 1 00 1 000
1 01 1 00 1 000
Instructions: Show the child how the cards can be placed over one another to make 1111, that would still be read as 1 thousand, one hundred, one ten and one unit. Preferably make a set of the cards to demonstrate.
9
3
read
period lesson
what comes after nine units?
10
date: ____________
1 2 3 4 5 6 7 8 9
Instructions: Ask the child to read the unit cards as 1 unit, 2 units, ..., 9 units. When he has counted nine units, ask, “What comes after nine units”. Wait for him to say 10 units and then draw his attention to the card of ten saying, “We call ten units, one ten. Prerequisite: Preferably, the child should have done complete layout of large number cards.
10
3
read
period lesson
what comes after nine tens?
1 00
10 20 30 40 50 60 70 80 90
date: ____________
1 2 3 4 5 6 7 8 9
Instructions: Ask the child to read the tens cards as 1 ten, 2 tens, ..., 9 tens. When he has counted nine tens, ask, “What comes after nine tens”. Wait for him to say 10 tens and then draw his attention to the card of hundred saying, “We call ten tens, one hundred.
11
3
read
period lesson
what comes after nine hundreds?
1 00 2 00 3 00 4 00 5 00 6 00 7 00 8 00 9 00
1 000
date: ____________
10 1 20 2 30 3 40 4 50 5 60 6 70 7 80 8 90 9
Instructions: Ask the child to read the hundreds cards as 1 hundred, 2 hundreds, ..., 9 hundreds. When he has counted nine hundreds, ask, “What comes after nine hundreds”. Wait for him to say 10 hundreds and then draw his attention to the card of thousand saying, “We call ten hundreds, ONE THOUSAND.
12
read
count
match
1 000
bird’s eye view
1 00 2 00 3 00 4 00 5 00 6 00 7 00 8 00 9 00
Instructions: Ask the child to count each quantity and read the respective number card, starting from the units. the child should have done exercise with the concrete materials.
13
date: ____________
10 20 30 40 50 60 70 80 90 Prerequisite: Preferably,
1 2 3 4 5 6 7 8 9
read
count
match
bird’s eye view
14
date: ____________
1 000 2000 3000 4000 5000 6000 7000 8000 9000
read
count
match
thousand
decimal system in words ten
hundred
1000
100
thousand thousand thousand thousand
hundred hundred hundred hundred
date: ____________
unit
1
10
ten ten ten ten
unit unit unit unit
Instructions: Complete the Three Period Lesson with the words thousand, hundred, ten and unit. Optionally, ask the child to write on the dotted words with colouring pencils.
15
3
decimal system in words
period lesson
date: ____________
unit
ten
hundred
thousand
Instructions: Complete the Three Period Lesson with the words thousand, hundred, ten and unit.
16
count
read
thousands
000
count and write
hundreds
date: ____________
tens units
00 0 3 0 35 00 4 000
Instructions: Ask the child to count the thousands and write the answer in the thousands card. Repeat for hundreds, tens and units. Finally read the final number with child. Prerequisite: Preferably, the child should have worked with respective concrete materials.
17
count
read
thousands
000
count and write
hundreds
date: ____________
tens units
00 0 0 00 000
Instructions: Ask the child to count the thousands and write the answer in the thousands card. Repeat for hundreds, tens and units. Finally, ask the child to write the final number in the number cards placed over one another. Preferably, use a green pencil for units and thousands, red for hundreds and blue for tens.
18
count
read
thousands
000
count and write
hundreds
date: ____________
tens
00 0 0 00 000
units
Instructions: Ask the child to count the thousands and write the answer in the thousands card. Repeat for hundreds, tens and units. Finally, ask the child to write the final number in the number cards placed over one another. Preferably, use a green pencil for units and thousands, red for hundreds and blue for tens.
19
count and write
count
thousands
hundreds
000 00 0 00 000
date: ____________
tens
0
units
Instructions: Ask the child to count the thousands and write the answer in the thousands card. Repeat for hundreds, tens and units. Finally, ask the child to write the final number in the number cards placed over one another. Also ask the child to record the number in the second box with a lead pencil.
20
count and write
count
thousands
hundreds
000 00 0 00 000
date: ____________
tens
0
units
Instructions: Ask the child to count the thousands and write the answer in the thousands card. Repeat for hundreds, tens and units. Finally, ask the child to write the final number in the number cards placed over one another. Also ask the child to record the number in the second box with a lead pencil.
21
count and write
count
thousands
hundreds
000 00 0 00 000
date: ____________
tens
0
units
Instructions: Ask the child to count the thousands and write the answer in the thousands card. Repeat for hundreds, tens and units. Finally, ask the child to write the final number in the number cards placed over one another. Also ask the child to record the number in the second box with a lead pencil.
22
count and write
count
thousands
hundreds
000 00 0 00 000
date: ____________
tens
0
units
Instructions: Ask the child to count the thousands and write the answer in the thousands card. Repeat for hundreds, tens and units. Finally, ask the child to write the final number in the number cards placed over one another. Also ask the child to record the number in the second box with a lead pencil.
23
count
+ add
static addition
date: ____________
thousand hundred
4 01 400 5 000
ten
unit
5 4 4 1 3 2 3 3
3 30 200 3 000 Instructions: Ask the child to count the first quantity. Having counted, ask him to check if the first number is the same the first quantity. Then ask him to count the second quantity and check the second number. Introduce the addition sign. Explain that it means that you are going to count both the quantities together. Ask him to count all the units in both the quantities and record the answer in the units’s column. Repeat for tens, hundreds and thousands. Finally, conclude saying, “We started with 5441. We added 3233. Our answer is 8674. Also introduce the terms addends and sum.
24
count
+ add
static addition
date: ____________
thousand hundred
5 04 300 4 000
5 0 13 00 2 000 Instructions: As on the page 24.
25
ten
unit
4 3 5 4 2 1 3 5
count
+ add
static addition
date: ____________
thousand hundred
6 60 600 6 000
3 30 300 3 000 Instructions: As on the page 24.
26
ten
unit
6 6 6 6 3 3 3 3
count
+ add
static addition
date: ____________
thousand hundred
4 40 500 1 000
0 32 200 2 000 Instructions: As on the page 24.
27
ten
unit
1 5 4 4 2 2 3 2
count
+ add
static addition
date: ____________
thousand hundred
3 30 200 3 000
4 01 400 5 000 Instructions: As on the page 24.
28
ten
unit
3 2 3 3 5 4 4 1
count
+ add
static addition
date: ____________
thousand hundred
2 10 7 00 1 000
4 70 200 8 000 Instructions: As on the page 24.
29
ten
unit
1 7 1 2 8 2 7 4
count
+ add
static addition
date: ____________
thousand hundred
4 10 00 2 000
3 40 500 6 000 Instructions: As on the page 24.
30
ten
unit
2 0 1 4 6 5 4 3
count
+ add
static addition
date: ____________
thousand hundred
54 400 6 000
3 30 300 3 000 Instructions: As on the page 24.
31
ten
unit
6 4 5 4 3 3 3 3
count
+ add
static addition
date: ____________
thousand hundred
4 400 000
60 500 4 000 Instructions: As on the page 24.
32
ten
unit
4 0 4 4 5 6 0
count
+ add
static addition
date: ____________
thousand hundred
7 40 500 6 000
2 30 400 3 000 Instructions: As on the page 24.
33
ten
unit
count
+ add
static addition
date: ____________
thousand hundred
6 0 4 00
3 0 5 00 Instructions: As on the page 24.
34
ten
unit
3
count
read
period lesson
one
one one one
count and write
two
two two two
date: ____________
three
three three three
Instructions: Complete the Three Period Lesson. Make the child count the beads on each bar. Encourage the child to write on the dotted words. Prerequisite: Preferably, the child should have worked with the respective coloured bead bars.
35
3
count
read
period lesson
four
four four four
count and write
five
five five five
date: ____________
six
six six six
Instructions: Complete the Three Period Lesson. Make the child count the beads on each bar. Encourage the child to write on the dotted words. Prerequisite: Preferably, the child should have worked with the respective coloured bead bars.
36
3
count
read
period lesson
seven
seven seven seven
count and write
eight
eight eight eight
date: ____________
nine
nine nine nine
Instructions: Complete the Three Period Lesson. Make the child count the beads on each bar. Encourage the child to write on the dotted words. Prerequisite: Preferably, the child should have worked with the respective coloured bead bars.
37
count
one
read
match
count and match
two three four
five
six
seven eight
Instructions: Revise the Three Period Lesson with bars and words. Make the child count the beads on each bar.
38
date: ____________
nine
ten
count
one
colour
match
count and write
two three four
five
six
seven eight
date: ____________
nine
ten
Instructions: Ask the child to write on the dotted words and colour the bead bars with appropriate colouring pencils. The child may check his work with the previous page.
39
count
read
match
count and match
2 3
four
4
two
5
three
1
five
Instructions: Ask the child to count a bar and match it with the colour, digit and the word using a pencil.
40
date: ____________
one
count
read
match
count and match
Instructions: Ask the child to count a bar and match it with the colour, digit and the word using a pencil.
41
date: ____________
7 8
eight
10
seven
6
nine
9
six
ten
3
count
period lesson
learning names eleven to nineteen
date: ____________
Instructions: Point to the first quantity and tell the child that 1 ten and 1 unit make eleven. Encourage the child to count all the beads in the first quantity. Repeat for the other two quantities and complete the Three Period Lesson. Prerequisite: Preferably, the child should have worked with the respective concrete bead material.
42
3
count
period lesson
learning names eleven to nineteen
Instructions: As on page 42.
43
date: ____________
3
count
period lesson
learning names eleven to nineteen
Instructions: As on page 42.
44
date: ____________
3
count
period lesson
learning names eleven to nineteen
Instructions: Revise the Three Period Lesson with all the quantities from eleven to nineteen.
45
date: ____________
date: ____________
count
read
identifying numerals 11 to 19
10 1
1 01
11
10 2
10 2
12
10 3
10 3
13
Instructions: Ask the child to count the first quantity. Remind him that 1 ten and 1 unit make eleven. Draw his attention to the number cards and remind him again that 1 ten and 1 unit make eleven. Then point to the cards placed over one another and explain that this is how 11 is written. Encourage him to write 11 one the dotted digit. Repeat for the other two numbers.
46
date: ____________
count
read
identifying numerals 11 to 19
104
4 10
14
10 5
5 10
15
10 6
6 10
16
Instructions: As on page 46.
47
date: ____________
count
identifying numerals 11 to 19
read
10 7
7 10
17
10 8
8 10
18
10 9
9 10
19
Instructions: As on page 46.
48
date: ____________
count
read
match
matching numerals and quantities
10 2
1 01
10 1
10 3 12
10 3
10 2
Instructions: Ask the child to count a quantity, and then match with the corresponding numerals using a pencil.
49
13
11
date: ____________
count
read
match
matching numerals and quantities
10 5
6 10
15
10 6
4 10
16
104
5 10
14
Instructions: Ask the child to count a quantity, and then match with the corresponding numerals using a pencil.
50
date: ____________
count
read
match
matching numerals and quantities
10 9
8 10
19
10 7
9 10
17
10 8
7 10
18
Instructions: Ask the child to count a quantity, and then match with the corresponding numerals using a pencil.
51
count
+ add
addition table of 2
date: ____________
2 1 = 2 2 = 2 3 = 2 4 = 2 5 = 2 6 = Instructions: Ask the child to count the green bar. Then ask him to count the red bar. Then ask him to count the beads on both the bars together. Point to the first equation in the table and ask him to record the answer. Explaining 2 plus 1 equals 3. Repeat for other equations in the same way. Encourage the child to remember the answers.
52
count
+ add
addition table of 2
date: ____________
2 5 = 2 6 = 2 7 = 2 8 = 2 9 = 2 10 = Instructions: As on the previous page.
53
count
+ add
addition table of 2
date: ____________
2 1 =
1
2=
2 2 =
2
2=
2 3 =
3
2=
2 4 =
4
2=
2 5 =
5
2=
2 6 =
6
2=
2 7 =
7
2=
2 8 =
8
2=
2 9 =
9
2=
2 10 =
10
2=
Instructions: Same as on previous page. As show the child that 2+1 is the same as 1+2.
54
count
+ add
match
add and match
date: ____________
+ +
5 7
+ + +
3 4 9 11
+ Instructions: Count each bar in a box separately first and then both of them together. Match the answer with the digits on the right using a pencil.
55
count
+ add
match
add and match
date: ____________
+ +
4 8
+ + +
3 12 10 6
+ Instructions: As on the previous page.
56
3
count
period lesson
learning names 20 to 90
date: ____________
Instructions: Point to the first bar of ten and ask the child if he remembers what this is. Wait for him to say 1 ten. Then, point to the second quantity and ask him to count the ten bars. When he has counted two tens, say, “We call two tens “TWENTY”. Repeat for the third quantity. Complete the Three Period Lesson.
57
3
count
period lesson
learning names 20 to 90
Instructions: As on the previous page.
58
date: ____________
3
count
period lesson
learning names 20 to 90
Instructions: As on the page 57.
59
date: ____________
3
count
period lesson
learning names 20 to 90
Instructions: Revise the Three Period Lesson for the names (from ten to ninety).
60
date: ____________
date: ____________
count
read
identifying numerals 20 to 90
10
10
20
20
30
30
Instructions: Ask the child to count a quantity e.g. 2 tens. Remind him that 2 tens are called twenty. Draw his attention to the number cards and remind him again that 2 tens are called twenty. Encourage him to write 20 on the dotted digit. Repeat for the other two numbers.
61
date: ____________
count
read
identifying numerals 20 to 90
Instructions: As on page 61
62
40
40
50
50
60
60
date: ____________
count
read
identifying numerals 20 to 90
Instructions: As on page 61
63
70
70
80
80
90
90
date: ____________
count
read
match
match quantities and numerals
10
50
30
60
20
40
Instructions: Ask the child to count each quantity and then match with the respective number card.
64
date: ____________
count
read
match
match quantities and numerals
80
50
90
70
70
30
Instructions: Ask the child to count each quantity and then match with the respective number card.
65
date: ____________
count
read
match
match quantities and numerals
20
60
80
70
40
30
Instructions: Ask the child to count each quantity and then match with the respective number card.
66
date: ____________
count
read
identifying numerals 11 to 99
20 2
20 2
22
30 1
3 01
31
20 3
20 3
23
Instructions: Ask the child to count the tens in the first quantity. Remind him that 2 tens are called twenty. Then ask him to count the units. When he has counted, say, “We will count this quantity as twenty two�. Draw his attention to the number cards and remind him again that 2 tens and 2 units make twenty two. Then point to the cards placed over one another and explain that this is how 22 is written. Encourage him to write 22 on the dotted digit. Repeat for the other two numbers.
67
date: ____________
count
identifying numerals 11 to 99
read
7 47 40 7 40 9 59 50 9 5 0 5 35 30 5 3 0 Instructions: Same as on the previous page.
68
date: ____________
count
identifying numerals 11 to 99
read
8 78 70 8 70 6 66 60 6 6 0
80 1 Instructions: Same as on the previous page.
69
8 01 81
date: ____________
count
identifying numerals 11 to 99
read
9 99 90 9 90 3 53 50 3 5 0 0 26 20 6 2 6 Instructions: Same as on the previous page.
70
date: ____________
count
read
match
match numerals and quantities
40 9
8 49 50
30 7
9 37 40
50 8
7 58 30
Instructions: Ask the child to count a quantity and then match using a pencil.
71
date: ____________
count
read
match
match numerals and quantities
30 5
9 35 20
50 2
5 52 30
20 9
2 29 50
Instructions: Ask the child to count a quantity and then match using a pencil.
72
date: ____________
count
read
match
match numerals and quantities
60 4
9 45 50
40 5
4 59 60
50 9
5 64 40
Instructions: Ask the child to count a quantity and then match using a pencil.
73
date: ____________
count
counting and identifying numerals till 99
12 31 45
Instructions: Ask the child to count each quantity and write on the dotted number.
74
36 52 29
date: ____________
count
counting and identifying numerals till 99
15 46 58
43 19 44
Instructions: Ask the child to count each quantity and write on the dotted number.
75
date: ____________
count
counting and identifying numerals till 99
63 77 80
82 56 91
Instructions: Ask the child to count each quantity and write on the dotted number.
76
date: ____________
count
counting and identifying numerals till 99
Instructions: Ask the child to count each quantity and then write number on the line.
77
date: ____________
count
counting and identifying numerals till 99
Instructions: Ask the child to count each quantity and then write number on the line.
78
date: ____________
count
counting and identifying numerals till 99
Instructions: Ask the child to count each quantity and then write number on the line.
79
date: ____________
count 8
109
hundred chain
7 6 5 4 3 2 1
30 50
20
70
40
90
60 80 Instructions: Ask the child to count the hundred chain from 1 to 100. Only important beads have been marked, but the child is supposed to count every bead first. Then read only the number tickets for skip counting. Finally, count (the beads with tickets only) backwards. Prerequisite: Work with concrete hundred chain.
80
100
date: ____________
hundred ants
count
1
2
3
4
5
6
7
8
9
10 20 30 40
50 Instructions: Count the ants from 1 to 100. Then, ask the child to read the tickets for skip counting. Finally, count (the ants with tickets only) backwards.
81
date: ____________
count
hundred ants 60 70 80 90
100
82
date: ____________
counting hundred square
count
1
2
3
4
5
6
7
8
9 10
11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 Instructions: Ask the child to count the square of hundred from 1 to 100.
83
date: ____________
hundred board
read
1 11 21 31 41 51 61 71 81
2 12 22 32 42 52 62 72 82
3 4 13 14 23 24 33 34 43 44 53 54 63 64 73 74 83 84
5 15 25 35 45 55 65 75 85
6 16 26 36 46 56 66 76 86
7 8 17 18 27 28 37 38 47 48 57 58 67 68 77 78 87 88
9 10 19 20 29 30 39 40 49 50 59 60 69 70 79 80 89 90
91 92 93 94 95 96 97 98 99 100 Instructions: Ask the child to write the numbers from 1 to 100 on the hundred board. Prerequisite: Preferably, the child should have worked with the concrete hundred board set.
84
date: ____________
hundred board
read
1 2 3 11 21 31 41 51 61 71 81
10 20 30 40 50 60 70 80 90
91
100
Instructions: Ask the child to write the missing numbers on the hundred board. Use the small board as the control chart for control of error.
85
1 11 21 31 41 51 61 71 81
2 12 22 32 42 52 62 72 82
3 4 13 14 23 24 33 34 43 44 53 54 63 64 73 74 83 84
5 15 25 35 45 55 65 75 85
6 16 26 36 46 56 66 76 86
7 17 27 37 47 57 67 77 87
8 18 28 38 48 58 68 78 88
9 10 19 20 29 30 39 40 49 50 59 60 69 70 79 80 89 90
91 92 93 94 95 96 97 98 99 100
date: ____________
hundred board
read
1 11 21 31 41 51 61 71 81
2 3 _ 12 13 _ _ 23 24 _ 33 34 42 43 _ 52 53 54 62 _ 64 _ 73 74 82 83 _
5 15 25 35 45 55 65 75 85
6 _ 8 9 10 16 17 18 _ 20 26 _ 28 29 30 _ 37 38 39 40 46 47 48 _ 50 _ 57 58 59 60 66 67 _ 69 _ 76 77 _ 79 80 86 87 88 89 90
91 92 93 94 95 96 97 _ 99 100 Instructions: Ask the child to write the missing numbers on the hundred board. Use the number tiles on the right for help.
86
68 49 7
84
27 19 32
4
14 22 84 49 44 36 63 70 56 98 78
date: ____________
hundred board
1 11 21 31 41 51 61 71 81
2 12 22 32 42 52 62 72 82
3 4 13 14 23 24 33 34 43 44 53 54 63 64 73 74 83 84
5 15 25 35 45 55 65 75 85
6 16 26 36 46 56 66 76 86
7 17 27 37 47 57 67 77 87
8 18 28 38 48 58 68 78 88
9 10 19 20 29 30 39 40 49 50 59 60 69 70 79 80 89 90
91 92 93 94 95 96 97 98 99 100
Instructions: Ask the child to write the numbers from 1 to 100 on the hundred board.
87
3
count
period lesson
eleven eleven eleven eleven
count and write
twelve twelve twelve twelve
date: ____________
thirteen thirteen thirteen thirteen
Instructions: Complete the Three Period Lesson with the words eleven, twelve and thirteen. Optionally, ask the child to write on the dotted words with a pencils.
88
3
count and write
fourteen fourteen fourteen fourteen
fifteen fifteen fifteen fifteen
count
period lesson
Instructions: Same as on page 88.
89
date: ____________
sixteen sixteen sixteen sixteen
3
count and write
seventeen seventeen seventeen seventeen
eighteen eighteen eighteen eighteen
count
period lesson
Instructions: Same as on page 88.
90
date: ____________
nineteen nineteen nineteen nineteen
3
count
fourteen
period lesson
match
sixteen
count and match
twelve
eleven
Instructions: Ask the child to count a quantity and then match with right word with a pencil.
91
date: ____________
thirteen
fifteen
3
count
sixteen
period lesson
match
fourteen
count and match
eighteen seventeen
Instructions: Ask the child to count a quantity and then match with right word with a pencil.
92
date: ____________
nineteen
fifteen
3
count
sixteen
period lesson
fourteen
13 11
match
eighteen
count and match
eleven
thirteen
twelve
date: ____________
seventeen
nineteen
fifteen
14 12 19 15 18 17 16
Instructions: Ask the child to count a quantity and then match with right word and the digit with a pencil.
93