Learning Resources LER 1761/1761-4 manual Grades AñosAges Ages, Ccss Alignment, Counting Cover-up

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Frame Counting ™Beads Buggy

K+ Jahre5+• Ans

Grades AñosAges• Ages

4-1761/1761 LER

1761 LER

Red bugs, yellow bugs all in a row, math-loving learners know where they go! Buggy Beads™ Counting Frame fully demonstrates the versatile power of the number 10 as students slide apart and push together adorable bug counters to learn about composing and decomposing numbers, subitizing (to see an amount represented without counting), adding and subtracting, and visualizing through 20 using groups of 5 and 10 as anchors. Red bugs, yellow bugs all in a row, now there’s no limit to how far they can go!

Introducing Buggy Beads Counting Frame

Set the frame on a table before a group of students. Then, slide the bugs, on both rows, over to the right; explain that this is the starting position for using the frame. Demonstrate sliding different groups of bugs from the right side of the wire to the left. Ask students to tell how many they see you move. Move all bugs back to the starting position before sliding a new number.

CCSS Alignment:

The activities in this guide target the following Common Core State Standards for Math in Kindergarten:

3Counting and Cardinality: K.CC.B.4, K.CC.B.5

3Operations and Algebraic Thinking: K.OA.A.1, K.OA.A.2, K.OA.A.3, K.OA.A.4, K.OA.A.5

3Number and Operations in Base Ten: K.NBT.A.1

Activities:

Show Me the Numbers!

Say a number from 0–10 aloud or raise a number card for all to see. Then, have students show that number on one row of the frame, using only one move to slide the bugs from right to left. Students may do this using only the top or bottom row; also, try using one finger in each row to do one “move,” while using both rows to show the number.

When asking students to show a number from 11–20, tell them they may use no more than two moves.

A Counting Cover-up

Slide varying numbers of bugs across one or both rows. Allow students to see the frame for just a moment; then, cover it with a piece of paper or another

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object. Ask students how many bugs they saw. Instruct them to draw or write what they saw. This is an effective way to assess your students’ ability to subitize, by encouraging them to picture numbers rather than always counting one by one. For variation, ask students to draw or write a number that is one more or less than the number you displayed on the frame.

Number-Color Combinations

Start with the top row of the frame; cover the bottom row with a piece of paper or another object. Slide the red bugs to the left and the yellow bugs to the right. Select a number, such as 6. Discuss different ways of building that number with your students. Ask: “If I slide 4 red bugs and 2 yellow bugs to the middle, do I have 6? Can you think of other ways to make 6?” Allow students to demonstrate alternate ways of making 6, and write down the number sentences for each combination they create. Continue with other numbers from 1–10. When students are ready, integrate the bottom row into the activity and build number combinations across both rows.

Where’s My Addend?

Pick a number from 1–10. Pair up two students to work together and build that number. Have one student use only the top row and the other use only the bottom row. As the first student begins to build the number on the top row, explain that the number of bugs he or she slides must be less than the number being built. For example, if the number is 7, the first student would slide anywhere from 1–6 bugs across the top row, and the next student would slide the correct amount of remaining bugs to build the number 7 on the bottom row. Build larger numbers up to 20 when students are ready.

Number Mystery Stories

Another way to reinforce number visualization is by having students solve number stories on the frame. Tell number stories involving multiple solutions, such as: “Eight children went to the movies. Some are sitting in the balcony and some are sitting on the main floor. How many children are in the balcony? How many are on the main floor? Show as many different solutions as you can, using the bugs on the frame.” Ask students how they solved the “mystery.” Continue telling other number stories up to 20, featuring different scenarios.