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# Number Chart Center (0-50): Differentiated Pocket Chart Math Center for Kinder

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Subjects
Resource Type
Standards
Formats Included
• PDF
Pages
32 pages
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#### What educators are saying

My students have enjoyed using this resource during math center time to strengthen their counting skills.
A perfect center activity! I buy everything Catherine creates because her products are of excellent academic quality!

### Description

A number chart is a great tool for practicing subitizing, representing numbers, as well as, addition/subtraction with 0 and 1. Throughout the second semester, this is a continuous center in our kindergarten math rotations. As students become faster in completing the chart (many times it initially takes 25-30+ minutes to complete the chart, while only 10-12 minutes when they have mastered the patterns/skill). Students ‘level-up’ as they work with the chart.

There are 8 levels of cards included in this resource, with sets 5 and 6 including two types of cards (a set of addition and a set of subtraction). You can order and rearrange these sets to meet the needs of your learners.

8 Levels of Cards Included (0-50):

Level 1: Ten Frame Cards

Level 2: Domino Cards

Level 3: Tally Mark Cards

Level 4: Number Cards

Level 5: Plus 0 Cards

Level 6: Minus 0 Cards

Level 7: Plus 1 Cards

Level 8: Minus 0 Cards

Initially I only use the ten frame cards (1-10 then 1-20, 1-30 etc.) for all 3 of my math groups. Students pull a number and then, place it in its home. Many students will individually count each square on the number chart until they find the desired home. Eventually, students will discover ‘tricks’ for finding the number’s home – counting by fives/tens, noticing the number’s relationship to other numbers in the chart, etc. During this phase, you might have students pull out their ten frames, counters, or other manipulatives and show the number card they are placing.

After students are successful using the ten frame cards, I introduce the domino and tally cards. These cards are perfect for practicing different ways to show or represent numbers. During these initial rounds with number representations, I have the number cards (Set 4) already placed on the chart. Students place the representations on top of the numbers as a scaffold. Additionally, I want students to start connecting the amount shown in the picture (semi-concrete) with the written numbers (abstract).

Next, I introduce the number cards with a blank number chart. Students use Set 5 to practice working with 0 and Set 6 for addition/subtraction 1.

To keep the cards organized and easy to sort, I copy them on colored cardstock (ROYGBIV), each set in a plastic baggies, magnet-ed to the back of a filing cabinet where our number chart hangs. Students know which baggies to grab and love to beat their fastest time!

Happy Teaching,

Catherine Reed

Total Pages
32 pages
N/A
Teaching Duration
1 Semester
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### Standards

to see state-specific standards (only available in the US).
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).
Understand the relationship between numbers and quantities; connect counting to cardinality.
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.
Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.