Number Sense | Flip It, Make It, Build It

Number Sense | Flip It, Make It, Build It
Grade Levels
Resource Type
File Type


(396 KB|3 pages)
  • Product Description
  • StandardsNEW

This is a great resource for building number sense! I use this in my classroom for students who need additional reinforcement of numbers 1-5!


1. Students will place the five frames facing up. When they are ready to begin, one student will choose the top card and flip it over to the other box.

2. The student will then make the number using mini erasers or counters. To build the number, the student can use unifix cubes.

3. After the student has made and built the number, the student can flip the number card over to check if the five frame matches the fives frame that they made.

4. The student will clear the board and then the next student will repeat these steps.

Please note when printing the number cards to print them "short-edge binding" to ensure that the five frames and the numbers line up properly.

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©Amanda Grossman, A Teacher With a Plan. All rights reserved. This product is to be used by the original downloader only. Copying for teachers, classroom, department, school, or school system is prohibited. This product may not be distributed or displayed digitally for public view. Teachers may NOT upload the product to school/district servers, or to any website, or share digital or print copies. Failure to comply is a copyright infringement and a violation of the Digital Millennium Copyright Act (DMCA).

Log in to see state-specific standards (only available in the US).
Understand that each successive number name refers to a quantity that is one larger.
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.
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.
Understand the relationship between numbers and quantities; connect counting to cardinality.
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).
Total Pages
3 pages
Answer Key
Teaching Duration
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