Learning Resources LER 1761/1761-4 Merkblatt
LER 1761
Ages
5+
Grad
es
K+
Red bugs, yellow bugs all in a row, math-loving learners know where they
go! Buggy Beads
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!
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.
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:
3
Standards for Math in Kindergarten:
3
Counting and Cardinality: K.CC.B.4, K.CC.B.5
3
Operations and Algebraic Thinking: K.OA.A.1, K.OA.A.2, K.OA.A.3,
K.OA.A.4, K.OA.A.5
3
3
Number 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.
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
the frame for just a moment; then, cover it with a piece of paper or another
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.
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.
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.
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.
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.
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Made in China.
LRM1761/1761-4-GUD
Hecho en China.
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Fabriqué en Chine.
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Hergestellt in China.
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Buggy Beads
™
Counting Frame
FPO
LER 1761/1761-4
Age
s • Año
s
Ans • J
ahr
e
5
+
Grad
es
K
+
T abla de contar Base 10 • T
ype de boulier Base 10
• Zehnreihiges Rechenbr
ett
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