# User manual | LESSON 5

```LESSON 5
TEACHER-GUIDED PRACTICE
WARM-UP
OBJECTIVES
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to practise spoken number – quantity correspondence
concepts: more, less, as many as
PROCEDURE
Two children are chosen for the activity. Give each child a number between 1 and 5, which they will show
with their fingers. The children can also be given the same numbers. Give a word problem related to
numbers. Paul has two sweets. Emily has four sweets. Who has more/less sweets? How many more/less?
Repeat the activity with different quantities, so that every child can participate.
ACTIVITY 1. Items in the egg carton: How many?
OBJECTIVES
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to get acquainted with the five frame with the help of an egg carton
to practise counting items from 1 to 5
MATERIALS
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half of an egg carton (5 cups), 5 items. You can also use something other than an egg carton,
but it must be something where 5 spots for placing five small items horizontally separately can
be marked clearly.
PROCEDURE
I have a half of an egg carton here. How many cups are there in the egg carton? How many eggs would fit in
the carton? I also have some items here. I can place one item in each cup. Mark the left side of the egg
carton, from where you will always start to fill it. Place three items in the egg carton. How can we find
out how many items we have here? Some of the children might recognize the number right away; some
of them might suggest counting. A quantity recognized without counting can be checked by counting
the items separately. How many items would still fit in the egg carton?
Repeat the activity with numbers 1–5 so that every child can participate.
Example lesson: Mathematical relational and counting skills 1-10
NOTE
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Show the egg carton so that all children see you fill it from left to right, as in later
activities, the egg carton (and the five frame) will always be filled this way.
Observe whether the children point at the items with a finger, whether they can
count by only looking, or whether they recognize the number of items at glance.
(subitizing)
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ACTIVITY 2. Items in the egg carton: Count the right number
OBJECTIVES
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to practise counting the objects according to a number given verbally or as a numeral
to improve understanding of the principles of one-to-one correspondence and cardinality
MATERIALS
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Half of an egg carton for each child (with 5 cups), around 20 items (e.g., buttons, cubes etc.)
Appendix: Number cards 1–5
PROCEDURE
A) Place the objects on the table so everybody can reach them. I will take two items from the table. Take
items one at the time and place them into the egg carton. One… two. Now there are two items in the egg
carton. How many items would still fit in the carton? (3).
Give each child an egg carton. Now you can have a carton of your own. Place three items into it. Make
sure the children start filling the carton starting from the mark drawn on the left side. When the
children have placed the items in the carton, ask them: How many items did you place in the egg carton?
How many items would still fit in it? Repeat with different numbers between 1 and 5 several times.
B) Add numerals to the task. Here are some number cards. Let’s see, which numbers you already
remember. Show the number cards one at the time. If the children don’t remember a number, name it
and show the corresponding quantity with the help of your fingers and ask the children to repeat the
number. The number on the card tells you how many items you should place in the carton. Place the
number cards on the table face downwards. Each child takes a card and places the required number of
items in the egg carton. When the child is done with the task, ask him to tell how many items he
collected, and how many items would still fit inside the carton. Circulate the number cards, so that
everybody gets different numbers.
At the end of the activity, ask: Do you know any situations when someone might tell you how many items
to collect, and you would have to count them?
Example lesson: Mathematical relational and counting skills 1-10
NOTE
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After counting, when you ask the question ”how many altogether?”, is the child
able to give the last counted number as the result?
Does the child say the numbers in the right order, and each number only once?
If a child makes mistakes, suggest: ”let’s count together!” The child can move the
items, and you can both count out loud together.
If a child doesn’t know when to stop counting, count the number of items the
child placed in the carton, to show them it wasn’t the number asked for. Count
again together, and emphasize the number at the end “Three was the number we
wanted!”
Can the child give the last number they said as the answer? (cardinality)
PEER PRACTICE
ACTIVITY 1. The "Recognize numbers" game
OBJECTIVES
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to practise the numeral – spoken number correspondence
MATERIALS
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half an egg carton for each child (with 5 cups), 10 small items, dice and counters
Appendix: Recognize numbers
PROCEDURE
The aim of the game is to recognize five numerals correctly, and to fill the egg carton with items. The
players set their counters on any square on the board. Both players have an egg carton and ten items in
front of them on the table. The first player throws the dice and moves his counter as many times as
indicated by the dice. If a player throws a six, they are not allowed to move their counter. The player
says which number is written on the square. If they give the correct number, the player may put one
item in his egg carton. The player whose egg carton is full of items first is the winner of the game. By
Example lesson: Mathematical relational and counting skills 1-10
collecting items in the egg carton, the children will notice how many items (i.e., correct answers) are
still required for a full egg carton of five items.
NOTE
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Explain the rules of the game to the whole group before the children start working
in pairs.
If a child doesn’t remember the name of the number, name it for them, and ask
them to repeat it.
INDEPENDENT PRACTICE
OBJECTIVES
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to practise counting from 1 to 5
shortened counting
to practise quantity – numeral correspondence
MATERIALS
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Worksheet: Quantities and numbers A