# Representing Numbers to Ten

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In this resource you will find six different ways that the numbers 0 through 10 are represented. Students can use this resource to help practice number recognition and become familiar with seeing numbers in different ways. There are eleven cards for each of the following: numerals, words, tally marks, ten frames, pictures, and number lines. This activity can help students practice their ability to subitize, count forward using one to one correspondence, compare quantities, and relate a numeral to its respective quantity.

Possible use options:

- Go Fish --> trying to make matches with different cards. For example: match 1 of ten frame card with 1 from number line.

- Matching game

- Use with manipulatives such as linking cubes, counters, Play-Doh, etc.

This resource can be used to supplement activities in your classroom to meet the following expectations from Ontario’s The Kindergarten Program.

Overall Expectation
As children progress through the Kindergarten program, they:
apply the mathematical process to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts

Specific Expectations
20.1 ​- demonstrate an understanding of number relationships for numbers from 0 to 10, through investigation
20.2 ​- use, read, and represent whole numbers to 10 in a variety of meaningful contexts

I hope you enjoy using this product in your classroom,

Brianne Metzger

Compare two numbers between 1 and 10 presented as written numerals.
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.
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