M1.2 Compose and decompose numbers from 1 – 10 : Group items into given amounts with no remainder; Use number line or chart to sequence numbers; Identify number before, after between
The link below is a blog that teachers can help with teaching the number line to infants:
Dot Pattern Flash: Show a dot pattern for about 3 seconds and ask students to make the pattern using counters.
Ask: how many dots did you see? How did you see them? Add new patterns each day.
3-D Numbers: Use multi-link cubes or other concrete materials to build groupings of specific numbers. How many different combinations for a particular number can students make using two parts? Allow for more than two parts if appropriate. Display and discuss each different combination. Additional possibilities: two-color counters or lima beans spray painted on one side, color rows of squares on grid paper, dot strips (strips of cardboard with stick-on dots –make lots of strips with from one to four dots and fewer strips with from five to ten dots).
Fill the Chutes: Create a simple game board with ten “chutes” or columns of squares. Write the numbers 1 – 10 below the chutes. Students take turns rolling a number cube and collecting the indicated number of counters. They place the counters in one of the chutes. The object is to fill all the chutes with counters without going over. All chutes must be filled exactly: e.g., a roll of 5 cannot be used to fill a chute with 4 spaces.
Number Line Hops: Demonstrate the use of the number line with ‘frog hops’ from one number to the next. Count the hops as you move along the line. Reinforce the number line asa measurement model that shows ‘how long’ a number is. Ask students to hop to numbers before and after a given number: one or two more than, one or two less than.
Sequence Concentration: Give students a collection of number cards or dot cards. Turn all cards face down. Challenge students to turn over two cards to find one number (or dot pattern) that comes before or after the other. Modify the play so students turn three cards over to find one number that is in between two others. Students keep the cards that meet the criteria.
Calendar Math: identify numbers that come before and after each other on the calendar. Also identify numbers on the calendar that come between given numbers.
Give the student a bag of 10 counters and 2 cups.
Ask the student to take out six cubes from the bag and share the cubes equally by placing them in two cups.
Ask the student – How did you share them? How many are in each cup? How do you know you shared the cubes fairly?
Give the student counters and 2 cups.
Ask the student to count out 8 cubes from the bag.
Ask the student to share the cubes so each cup has the same number of cubes.
Observation:
Say a number sequence from 1 to 10 incorrectly and ask the student to identify your error and correct it. Repeat using different numbers.
Ask the student to solve a riddle such as, ‘what number is between 5 and 7? What number is before 8? What number is after 2?’ Repeat using different numbers.