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Teens: Quantity

Materials

- One short bead stair – 1 red, 2 green, 3 pink, 4 yellow, 5 light blue, 6 purple, 7 white, 8 brown, 9 dark blue.
- Nine bars of ten.

Presentation

Stage A

• Have the child bring over the material to the table.
• Unroll the little cloth and take out each bead bar, having the child count the beads on each.
• Once all of the bead bars have been placed on the cloth, ask for bead bar 1.
• Have him choose it, count it, and place it at the bottom left corner of the cloth.
• Ask for 2. Have the child repeat as before, placing it directly above bead bar 1 and centered. Bring attention to the color.
• Repeat for bead bar 3, 4, 5, 6, 7, 8, and
•

• Take out the ten-bars and review these with the child.
• Place a ten-bar vertically at the top of the cloth.
• Place the one-bar directly to the right of the ten-bar.
• Count with the child, beginning with at the bottom of the ten-bar and adding, as you point to the one-bar: “Eleve
• Take out the ten-bars and review these with the child.
• Place a ten-bar vertically at the top of the cloth.
• Place the one-bar directly to the right of the ten-bar.
• Count with the child, beginning with at the bottom of the ten-bar and adding, as you point to the one-bar: “Eleven.

• Have the child create the numbers 11-13.Do a Three Period Lesson for 11-13.
• Then repeat for 14-16 and 17-19. Finish each Three Period Lesson with the numbers in order.

Stage B

• Ask the child to make 12.
• Have the child verify by counting.
• Then have the child make 16 to the right of 12. Check by counting.

• Ask the child to make each teen number possible, one at a time. Keep 11 as the last number created.
• Discuss with the child how many of the numbers have the word “teen” in them. Review some of the numbers that have the word teen in it.
• Tell the child that the word “teen” means there is a ten in the number.
• Look at different examples such as seven-teen. “That means that there is a 7 and a 10.”
• After a few examples, look at 11 and say that this however doesn’t have the word teen in it.
• Have the child mix the bead bars and then create numbers 11-19 in order.
• Do a Three Period Lesson.

Purpose

Direct
The bead stair clearly distinguishes each number up to 9 as
separate entities of differing quantities. The bead bars hat compose it facilitate the construction of the numbers from 11 to 19 and show respectively their relation to the quantity of 10.

Control of Error
The child’s own foolproof knowledge of the numerical order from 1 to 10 will be his guide in forming the series. He needs only to become familiar with the new names and their sequence.

Age
4 1/2 years onwards

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