Description
When you first begin using number lines with young children, use concrete objects to help them conceptually understand counting and cardinality. The first number lines children make are often by stacking blocks. Allow children to explore the concrete concept before introducing a number line.
Activity: Allow students to stack blocks or connect snapping cubes to show an increase of one between each stack. Encourage left to right increase as this will be consistent with future concepts. Use this opportunity for student to count and visually see how the numbers compare. Which is more?
Beginning number line templates are included.
Activity: Allow students to stack blocks or connect snapping cubes to show an increase of one between each stack. Encourage left to right increase as this will be consistent with future concepts. Use this opportunity for student to count and visually see how the numbers compare. Which is more?
Beginning number line templates are included.
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Highlights
Description
When you first begin using number lines with young children, use concrete objects to help them conceptually understand counting and cardinality. The first number lines children make are often by stacking blocks. Allow children to explore the concrete concept before introducing a number line.
Activity: Allow students to stack blocks or connect snapping cubes to show an increase of one between each stack. Encourage left to right increase as this will be consistent with future concepts. Use this opportunity for student to count and visually see how the numbers compare. Which is more?
Beginning number line templates are included.
Activity: Allow students to stack blocks or connect snapping cubes to show an increase of one between each stack. Encourage left to right increase as this will be consistent with future concepts. Use this opportunity for student to count and visually see how the numbers compare. Which is more?
Beginning number line templates are included.
Report this resource to TPT
Reported resources will be reviewed by our team. Report this resource to let us know if this resource violates TPT's content guidelines.
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Questions & Answers
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Standards
to see state-specific standards (only available in the US).
CCSSK.CC.B.4a
When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.
CCSSK.CC.B.4b
Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
CCSSK.CC.B.4c
Understand that each successive number name refers to a quantity that is one larger.
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