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1 on top, 1 on bottom
2 on top, 2 on bottom
3 on top, 3 on bottom
4 on top, 4 on bottom
5 on top 5 on bottom
6 on top, 6 on bottom

Teacher Question: What did you notice about this string? (Always the same amount of beads on the top as there were on the bottom)

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Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.

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Dogs: Counting On, Equivalence, Part-Whole Relations

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Dogs: Counting On, Equivalence, Part-Whole Relations

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2 on top, 2 on bottom
4 on top, 4 on bottom
5 on top 5 on bottom
6 on top, 6 on bottom
8 on top, 8 on bottom

Teacher Question: What did you notice about this string? (Always the same amount of beads on the top as there were on the bottom) INTRODUCE VOCABULARY: Doubles

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Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.

# data[].attributes.attachment_link.title
Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.

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Number Rack facilitates the natural development of children’s number sense. Rows of moveable, colored beads encourage learners to think in groups of fives and tens, helping them to explore and discover a variety of addition and subtraction strategies.

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Day 1 (Part 1): Introduction to the Rekenrek

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Day 1 (Part 1): Introduction to the Rekenrek

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Day 1 (Part 2): Using the 5 and 10 Structure 

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Day 1 (Part 2): Using the 5 and 10 Structure 

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5 on bottom
5 on top, 5 on bottom
6 on bottom
8 on bottom
7 on bottom
2 on top, 5 on bottom
10 on top

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Cherries and Potatoes: Counting on, Hierarchical Inclusion, Equivalence and Cardinality 

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Cherries and Potatoes: Counting on, Hierarchical Inclusion, Equivalence and Cardinality 

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Day 4 PART 1: Using the 5 and 10 Structures

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Day 4 PART 1: Using the 5 and 10 Structures

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Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.

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Day 4 PART 2: Using the 5 and 10 Structures

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Day 4 PART 2: Using the 5 and 10 Structures

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Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.

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Day 5 PART 1: Unitizing the 5 and 10 Structures 

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Day 5 PART 1: Unitizing the 5 and 10 Structures 

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Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.

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Day 5 PART 2: Unitizing the 5 and 10 Structures

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Day 5 PART 2: Unitizing the 5 and 10 Structures

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Number Frames by The Math Learning Center

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Number Frames help students structure numbers to five, ten, twenty, and one hundred. Students use the frames to count, represent, compare, and compute with numbers in a particular range.

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5 on bottom
7 on  bottom
8 on top
9  on bottom
5 on top, 2 on bottom
3 on top, 5 on bottom
5 on top, 4 on bottom

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5 on bottom
8 on bottom
5 on top, 4 on bottom
5 on top, 5 on bottom
5 on top
6 on bottom
7 on top, 5 on bottom

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Day 4: Using the 5 Structure, Compensation 

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Day 4: Using the 5 Structure, Compensation 

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TEACHER NOTE: First 3 problems all have the same answer and illustrate what happens when just 1 bead is exchanged (+1, -1)

7 on top, 3 on bottom
6 on top, 4 on bottom
5 on top, 5 on bottom
8 on top, 4 on bottom
6 on top, 6 on bottom

TEACHER NOTE: The last 2 problems have the same and answer and challenge students to consider compensation with (+2, -2)

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Day 2 (Part 1): Recording Doubles on the Number Line 

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Day 2 (Part 1): Recording Doubles on the Number Line 

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TEACHER NOTE: Frame in the context of students standing in line, how many kids are in line? How do you know?

3 on top, 3 on bottom
4 on top, 4 on bottom
5 on top, 5 on bottom
5 on top, 4 on bottom
10 on top, 10 on bottom
9 on top, 9 on bottom

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TEACHER NOTE: Highlight the vocabulary "Double" as well as "Double +1/-1"
4 on top, 4 on bottom
6 on top, 6 on bottom
7 on top, 7 on bottom
7 on top, 6 on bottom
8 on top, 8 on bottom
8 on top, 9 on bottom

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(Consider recording on a number line the equations)
1 on top,  0 on bottom
1 on top, 1 on bottom
2 on top, 1 on bottom
2 on top, 2 on bottom
3.on top, 2 on bottom
3 on top, 3 on bottom
4 on top, 3 on bottom
4 on top, 4 on bottom

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10/13: Day 3: Things that Come in Doubles

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10/13: Day 3: Things that Come in Doubles

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3 on top, 3 on bottom
5 on top, 5 on bottom
5 on top, 6 on bottom
8 on top, 8 on bottom
7 on top, 8 on bottom
6 on top, 6 on bottom
7 on top, 6 on bottom

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10/15: Day 4: Shoes -  Skip Counting by 2s, Doubles, Near Doubles

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10/15: Day 4: Shoes -  Skip Counting by 2s, Doubles, Near Doubles

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TEACHER NOTE: Frame in the context of pairs of shoes

5 on top, 5 on bottom
6 on top, 6 on bottom
6 on top, 5 on bottom
8 on top, 8 on bottom
8 on top, 9 on bottom
7 on top, 6 on bottom