So if I were to create one new tool for this school year, I would create a set of number cards, and laminate them. I would make them out of large 5 X 8 white index cards and number them from 1-20 (more if I had more than 20 children in the class).

These can be used throughout the day for all sorts of classroom activities, from lining up (shuffle the cards, distribute and let the children figure out where they are in the line) to dividing into groups (odds and evens).  Clearly, the youngest children would not be ready for odds and evens, but used appropriately, the use of the cards can follow the development of the children, rather than the other way around.

Start small.  Begin by handing out the cards and help the children identify their number.  If they don’t recognize the numeral, try and see if they can count the dots (pips).  I created these dots to replicate the pips on a die, but you can also put them in lines up to 10 which is a strategy for supporting Base 10 understandings.  This format can also provide additional cues to odd and even because you can see if the dot has a partner (even) or if it stands along (odd).

You can add other visual clues, such as color.  Make all of the even numbers shades of blues and greens, and all of the odd numbers shades of reds and oranges.  Once distributed, the children can divide themselves into groups based on numbers or colors, or both.  This mingle and sort activity can be used daily, during large group time, transitions, or taking turns.

As the children get older (older 4s and 5s) use another set of cards with tally marks and Roman numerals.

It is far more interesting to create a very simple chart for each child, clip the charts to clipboards (I LOVE clipboards, so each child can work on his/her own), tie a good pen or felt tip marker to the clipboard and then have the children look for items from their charts.  It could look like this:

Each child could take his/her clipboard and find something in the room that is either this shape, or with this shape on it.  They could draw what they find on their charts and then tell the group what they found. If adding color confuses them, then be sure to leave it out.  If you want to add the dimension of color so that each item has 2 attributes; i.e.; red squares, yellow circles, etc. then be sure to explain that as well.

You might add another dimension to this by adding numbers.

There are very clear messages on this chart.  The first message says, “Find 2 rectangles.”  The second says, ” Find 3 circles,” and the thirds says, “Find 1 triangle.”  Before you have the children set off on their scavenger hunts, be sure that they can “read” their charts.  Explain that there is a space for each item they find and they can draw their items in the chart when they find them.

Use these to determine how the children in your group are identifying their shapes, recognizing numerals, and following directions.  Have fun with scavenger hunts.  The more the children get used to this format, the more they will enjoy it.

If I were to do it all over again, I would purchase these number magnets.

My kids had language all around them, while exposure to numerals was less apparent.  I also now know that Noah preferred manipulating numbers and these would have provided a more relevant experience for him.

Often, centers and classrooms have a magnetic surfaces somewhere in their spaces.  I have seen wall mirrors attached to the lower half of the wall so that crawling babies, toddlers, and preschoolers can see themselves.  Usually, these mirrors are magnetic, so mirrors provide not only a wonderful reflection of self, but create another area where children can explore magnets in a meaningful and consistent way.

Compare numbers.

• CCSS.Math.Content.K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies.¹
• CCSS.Math.Content.K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals.

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When small groups of objects are presented to young children, unless they are very different (1 toy car next to 10 toy cars), they may not be able to see the difference in quantity right off the bat.  Remember, they are confused by appearances so if you put 3 large cars next to 5 small cars, the child may believe that the 3 large cars are “more” than the 5 small cars, because they look like more i.e., they take up more room so in the child’s mind that is “more”.

There is a developmental process that needs to shift for the child to conserve quantity.  This often does not happen until the kindergarten year, and sometimes even after that.  However, that doesn’t mean that we shouldn’t provide children with as much experience as possible in comparing quantity.

When distributing items to children, ask them to compare who got more, who got the same and who got less.  Using their counting skills and one-to-one correspondence, they may be able to count the items and determine the answers.  If they are 3 and under, they may simply guess.  If they are able to count, you can use a number line to help them see which number is bigger or great and therefore, “more”.  The best way to reinforce the above concepts is to compare numbers frequently throughout the day, so you can maximize children’s exposure to the concepts, use as many visual cues as you can so they can access different ways of knowing, and give them credit for trying.

Make sure you provide lots of written numbers to be “read” around the room.  If your program is filled with written words, try and match the words that children are exposed with the same quantity of written numerals.  This will make a huge difference in gaining familiarity with written numerals.

If you look closely at these boards, you can see that there are several numerical concepts happening at once.  First, children can see the number in a large and easy-to-read format.  Then there are corresponding holes to be filled that equate to the numeral shown.  There is also a drawing of a hand that is illustrating the number in American Sign Language.  Beautiful.