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NO, NO, NUMBERS
MASTER TEACHER Jill Scott
GRADE(S) PreK , K
OVERVIEW
The students will be able to experience the use of numbers in a
variety of situations both through the video and classroom experiences.
They will have the opportunity to see what it would be like if we could not use
any numbers at all. After realizing the importance of numbers, the
students will engage in several activities that require ordering numbers
and sorting numbers from examples of letters and shapes.
ETV SERIES
Play and Discover with Digger and Splat - #109 Numbers
LEARNING OBJECTIVES
The learner will be able to:
*state at least two uses of numbers
*find numbers in real world situations
*differentiate between numbers and letters
*order numbers from 1-5
MATERIALS
cards with numbers, letters, and colors on them (about 5 each)
magnetic letters - (about 5 different letters)
magnetic numbers - (about 5 different numbers)
a bag to hold the cards and magnetic letters and numbers
Objects in room that use numbers such as:
clock
calendar
rulers
yard stick
measuring tape
dice
games
birthday calendar
tickets
money
Chart paper (1 sheet)
markers to write on chart
Rocket puzzle - (See third session)
model of rocket (toy)
Center Materials
Dramatic Play Center
boxes to make train cars
conductors hat
play money
cash register
tickets with numbers on them
Math Center
Materials from preview activity
number stencils
puzzles that have order - such as teacher made rocket puzzle
Judy Teaching Clock
Calculators
Writing or Art Center
enlarged pages of the newspaper or magazines on 11x17
markers (2 sets)
Library Center
Counting Books (See Bibliography)
Cooking Activity
1 cookie per student
M&Ms either regular or miniature size depending on the size
of the cookie (12
per student)
gummy worms (1 per student will be cut in half)
stick to spread frosting
enough frosting for each cookie (1 can for 30 students)
SESSION ONE
PRE-VIEWING ACTIVITY
Inside a box or bag have a number of cards or objects with
numbers, letters, and shapes on them. Pull out a number card or the actual
number object such as a magnetic number and ask the students, "What is
this?" When you get the answer of the exact number or just the word
"number" say," Great." Place the number in one pile.
Next pull out a letter card or object. Again ask, "What is
this?" When you get the answer of the exact letter or the word letter
say "Great" and place it in a new pile or set. Pull out a
color card and ask the students, "What is this?" When you get
the correct response of the color or the word color place it in a third pile.
Continue pulling cards and objects from the bag until you have no more in the
bag. Have the student come to the conclusion that one set is numbers, one
set is colors, and one set is letters. Review the set of numbers, by
holding up each card or object and calling out the number and saying that it is
a number. For example, if you held up the number 3, the students would say
"Three" and you would ask is it a number? They would
respond "yes".
FOCUS FOR VIEWING
Tell the students that their friends Didi, Splat, and Digger are
having a very hard time with numbers. They are having such a hard time
with numbers that they are going to try to get rid of numbers. To
give the students a specific responsibility while viewing, tell them to
watch Digger, Didi, and Splat and see what the characters are going to do to get
rid of numbers and how easy or hard it might be. Tell them to listen
carefully for anything that might be a number.
VIEWING ACTIVITIES
Start the video, Digger and Splat -Numbers, beginning
where you see Splat, the rabbit, looking directly into the camera.
He says, "Numbers, they are nothing but trouble."
Immediately following that the characters begin a song and dance about the
trouble with numbers. Pause video where Didi, Digger, and Splat are
deciding what penalty they will pay if some one uses a number. Ask the
students what they decided the penalty was for using a number. The
students will answer, "Jump up and down three times and say I'm a
pickle." Have the students stand and demonstrate this penalty. To provide
the students with an additional specific responsibility while viewing,
tell the students that when they hear a number being used that they too must pay
the penalty. Resume the video. Stop the video where Didi has to pay her first
penalty for saying, "That makes two of you." You will see her
jumping up and down saying, "I'm a pickle."
POST-VIEWING ACTIVITIES
Ask the students, "Was it easy for Digger, Didi, and Splat
to do away with numbers? What happened? Did they have to pay any
penalties?" Play a similar game with the students. Call
one student to be the leader. Have the student tell of an experience that
he had yesterday. Instruct him to include several numbers in his story
such as I ate 2 hamburgers. When the students hear a number they will jump
up and down three times and say, " I'm a pickle, I'm a pickle."
Continue the game until several students have had turns being the leader.
This game can continue over several days.
SESSION 2 or CONTINUATION
PREVIEWING ACTIVITY
Remind the students how difficult it was for DiDi, Digger, and
Splat to go without using numbers. Ask the students to remember when
Digger used his number to count how many numbers he had found, Splat found his
number on the house. Ask the students where they think their friends
will find numbers. Accept answers. Have the students look around the
room and find an object or place that uses numbers. Be sure to have a
calendar, a clock such as the Judy Teaching Puzzle clock, dice, yard sticks,
rulers, measuring tapes, etc. in open view. Allow the students to go
in groups of three or four. Have the students bring back the number object
to the circle. After all of the students have had an opportunity to find a
number, discuss all of the uses of numbers.
FOCUS FOR VIEWING
To provide the students with a specific responsibility for
viewing, tell the students that when they watch the next part of the video
they are to see what uses Didi, Digger, and Splat find for numbers. After
the video we will compare what the characters find with our own findings.
VIEWING ACTIVITIES
Resume the video where Didi is paying her penalty for
using the number 2 by jumping up and down and saying "I'm a pickle, I'm a
pickle." Pause the video when the rocket comes on the
screen. (We will get back to the rocket in Session 3). Fast forward
to where Didi and Digger are using a piece of strip to measure the table. Resume
the video. Pause the video where Didi, Digger and Splat are dancing
around and eating cookies. The credits are on the bottom of the screen.
Remind the students of their responsibility for viewing of finding the many uses
for numbers. Rewind the video to the point where the characters start
their song and dance about numbers. Instruct the students to listen carefully to
the song, "It might remind you of some of the uses for
numbers that your friends found." Resume the video. Stop
the video again when the credits come on the bottom of the screen.
POST-VIEWING ACTIVITIES
Ask the students what uses for numbers that their friends on the
video found. On a chart paper or black board record their answer. After
each answer look at the objects the students had brought to the circle area
during the previewing activity. If the object is there, place it up
at the front. After the students have exhausted all of the uses shown on
the video, look at the materials left in the circle area. Discuss
the uses of these objects that use numbers. Write these uses on your
chart. After the objects are completed, ask the students if they can now
think of any other uses of numbers. Add these to your chart. Place
the chart in the math center along with the items for the students to use during
center time.
CONTINUATION OR SESSION 3
PREVIEWING ACTIVITY
Play a racing game outdoors. Line the children up and say
one, two, three, go. Have the students race to a specified point. Do
this several times before coming inside to the circle area.
FOCUS FOR VIEWING
With the students sitting on the carpet, ask them how they
knew when to go on the race. Did they wait for the word go, or did they
know that right after you said "three", you would say go, and
off they went? Ask the students if you ever said "two, one,
five." Or, did you ever say "three, one, two."
The students will point out that no, you must say them in order. Show them
a model of a rocket. Talk about where this vehicle would go and what
power would be needed to lift the rocket off. Suggest that perhaps before
the power is given to blast off the rocket there is a number count down just
like in their racing game. To provide the students with a specific
responsibility for viewing, tell the students that you want them to watch the
rocket in the videoand see if the order of the numbers was important to the
blast off of the rocket.
VIEWING ACTIVITIES
Start the video with the cartoon drawing of a rocket with
numbers beside it. Pause the video after the first set of numbers is
given and the rocket does not take off. Ask the students what
happened. Talk about a rocket and what makes a rocket get off the ground.
Remind them of the toy rocket that they saw in the focus activity. Resume
the video. Pause the video when the second set of
numbers is still wrong. Ask the students again what happened. Resume
the video. Stop the video when the rocket successfully takes off.
POST-VIEWING ACTIVITY
Have a cut-out of a rocket that is divided into 5 parts like a
puzzle. On each of the parts there is a number. The bottom part of
the rocket has a 1 on it, the next part a 2, and continues until the
top part is labeled with a 5. This rocket can go together only in
the correct numerical order. Ask a student to come up and put the rocket
together. Tell the students to crouch down like a small rocket that was
ready to blast off. If the numbers are read correctly, then blast
off. Read the numbers as the student has assembled the rocket. The
students blast off. Do this several times. Now, have a second
rocket puzzle. This time the rocket jet and cone do not have numbers.
Only the middle (which is five identical rectangles) have numbers. They
are numbered 1-5. Have a student come up to the front and repeat the game
above. This time you are not guaranteed the correct order. The students
must decide when to blast off or stay on the launching pad.
ACTION PLAN
Have a carpenter come to the class an talk about how important
numbers are in his business. Have him bring the things he uses to measure
and discuss how difficult it is if he would not have numbers.
Ask a bank officer or teller to also come to the classroom and
discuss numbers. Provide different coins for the students to hold and
count.
Ask the students to ask each of their parents for one reason
numbers are important in their daily lives. Have them write the reason
down and make a bulletin board of all the important reasons. Take computer
pictures of the child and place it by their parent's answer Under their
parent's answer write the child's one important use of numbers.
EXTENSIONS
Dramatic Play Center
Using cardboard boxes for train cars, label each car with a
number. Have tickets that correspond to the car numbers. The
students can play conductor and pass out tickets with numbers, collect the
tickets, count money to buy the ticket, etc.
Math Center
Place the magnetic numbers and letters as well as the cards that
were used in the introduction in the center. Allow the students to
manipulate these into sets. Provide calculators for the students to experiment
on. Make sure that they are simple calculators with large numbers.
Library Center
Counting Books (See Bibliography)
Writing or Art Center
Enlarge pages from the newspaper or magazines on 11x17 paper.
Have the students use markers to cross out all the numbers that they can find.
Old calendars would also be good for this idea.
Cooking Activity
Provide large sugar cookies and icing for the students to make
the clock that was seen in the video. The students can ice the cookie,
place 12 M&M (the miniature kind, if necessary, to have them fit
on the size of your cookie) around for the number spots. Gummy worms can
be used for the hands on the clock.
Internet
From searching Yahooligans: Sesame Street has a website
that includes various activities with numbers, letters, and characters.
You can find it at www.ctw.org/sesamestreet.com
Nick, Jr. also has a website with a different game daily.
Find it at
http://.nickjr.com/
Weewebbies is an online program for preschoolers at
http:www.weewebbies.com.
Many computer programs for preschoolers address numbers such as
Millies Math House Muppets on Keys by Sunburst
Bibliography
One, Two, Three, Count with Me by
Catherine and Laurence Anholt
26 Letters and 99 Cents by Tana Hoban
Ten, Nine, Eight by Molly Band
How Many Feet? How Many Tails? By
Marilyn Burns
Anno's Counting Book by Mitsumasa Anno
A Number of Bears by Troll
Updated: April 01, 2008
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