Numbers 0 to 7 NS1-4 Students will: JUMP Math™ Copyright © 2017 JUMP Math Teacher's Guide 1.1 Unit 2 Number Sense pp. C-15–18 New Canadian Edition NS1-4 Numbers 0 to 7 Students will: • read the numerals from 0 to 7; and • count out up to seven objects from a larger group. AB: required BC: required MB: required ON: required AP Book 1.1 pp. 17–18

"If you're happy and you know it, count to 7..." Let's sing: "If you're happy and you know it, count to 7..." Repeat with students counting on their own.

Let's clap 7 times. Repeat with 6 claps, 0 "air" circles, 6 knocks and 7 "air" circles. Vary your pace. See p. C-15 for details.

What colour are these cubes? Show students 4 cubes of different colours. What colour are these cubes? Close your eyes and count to 7. Open your eyes. Which cube did I hide? Repeat several times. See p. C-15 for details.

Which colour is missing? Exercise: Which colour is missing? Each pair needs 4 cubes of different colours. See p. C-16 for details.

Say each number in order as you point to it. 0 1 2 3 4 5 6 7

Have the students say different numbers as you point to them. 6 5 0 3 7 2 4 1 See p. C-16 for details.

5 Now we will count different actions. I need a volunteer. How did you know when to stop? See p. C-16 for details. Have a volunteer clap 3 times and another clap 4 times.

Exercise: Counting actions Each pair needs number cards 4–7 and four action cards. See p. C-16 for details.

I want to count out 6 cubes. Count with me as I take one at a time. Take a small container of cubes. I want to count out 6 cubes. Count with me as I take one at a time. Continue past six. Do the students stop you? Repeat with different numbers. See p. C-16 for details.

a) There are three people at the party. Use connecting cubes as teacups. Exercises: a) There are three people at the party. Count out three teacups. Count the teacups you took to make sure you have three. b) There are seven people at the party. Count out seven teacups. Count the teacups you took to make sure you took seven.

b) How many times can you count out 3, without putting any back? Students will need 21 objects. Bonus: b) How many times can you count out 3, without putting any back? b) How many times can you count out 7, without putting any back?

Make textured numbers for 6 and 7. This activity is optional. Activity 1: Make textured numbers for 6 and 7. With a partner, take turns picking the numbers 0 to 7 in order. Can you guess the numbers by feel? See p. C-17 for details.

Go on a number scavenger hunt. This activity is optional. Activity 2: Go on a number scavenger hunt. Cut out pictures where items are in groups that match your assigned number. See p. C-17 for details.

Extensions: 1. How are counting five objects and counting out ​five objects from a bigger group the same? How are they different? Discuss with a partner.

2. Can you count out six counters? Why or why not? Give students five counters. 2. Can you count out six counters? Why or why not? Discuss with a partner.

Was it possible to "win" every time? 3. With a partner, start counting at 1 and take turns ​saying the next number until you reach 5. Did your pair "win"? Hint: Repeat with 6 through 10. Was it possible to "win" every time? See pp. C-17–18 for details.

4. Press the buttons in each step. What do you see ​ on your calculator? Step 1: 1 + = Step 2: 1 Step 3: = Step 4: = Step 5: = Step 6: = Step 7: =

AP Book 1.1 pp. 17–18 New Canadian Edition

Numbers 0 to 10 NS1-5 Students will: • read the numerals from 0 to 10; JUMP Math™ Copyright © 2017 JUMP Math Teacher's Guide 1.1 Unit 2 Number Sense pp. C-19–22 New Canadian Edition NS1-5 Numbers 0 to 10 Students will: • read the numerals from 0 to 10; • count up to 10 objects using actions; and • count forward from any number to any other number within 10. AB: required BC: required MB: required ON: required AP Book 1.1 p. 19

"If you're happy and you know it, count to 10..." Let's sing: "If you're happy and you know it, count to 10..." Repeat with students counting on their own.

Let's clap 10 times. Repeat with 7 claps, 8 "air" circles, 9 knocks and 10 "air" circles. Vary your pace. See p. C-19 for details.

What colour are these cubes? Show students 4 cubes of different colours. What colour are these cubes? Close your eyes and count to 10. Open your eyes. Which cube did I hide? Repeat several times. See p. C-19 for details.

Which colour is missing? Exercise: Which colour is missing? Each pair needs 4 cubes of different colours. See p. C-20 for details.

Say each number in order as you point to it. 0 1 2 3 4 5 6 7 8 9 10

Have the students say different numbers as you point to them. 8 2 0 7 4 1 9 6 3 10 5 See p. C-20 for details.

5 I need a volunteer. How did you know when to stop? See p. C-20 for details. Have a volunteer clap 7 times and another clap 8 times.

Exercise: Counting actions Each pair needs number cards 6–10 and four action cards. See p. C-20 for details.

Copy me as I trace different numbers in the air. Use your tripod fingers to trace 6 to 10 in the air. Vary the size. Copy me as I trace different numbers in the air. See p. C-20 for details.

Draw an 8, 9, or 10 on your partner's back. Can they guess the number? Exercise: Draw an 8, 9, or 10 on your partner's back. Can they guess the number? Encourage students to use their tripod fingers only. Bonus: Draw a number from 0 to 10.

4 __ __ When I count, what number do I say first? Let's start counting at 4 today. 4 __ __ Continue counting aloud together to 10.

3 Exercises: Counting to and from a number. Example: Each pair needs number cards 3–6. See p. C-21 for details.

Are they in counting order? 2. Say the numbers quietly to yourself. Are they in counting order? a) 3 4 5 b) 4 6 5 c) 4 2 3 d) 2 3 4 e) 5 6 7 f) 6 7 3 Bonus: 2 3 4 6 5

Make textured numbers for 8 and 9. This activity is optional. Activity 1: Make textured numbers for 8 and 9. With a partner, take turns picking the numbers ​0 to 9 in order. Can you guess the numbers by feel? See p. C-21 for details.

Identifying numbers on packages. This activity is optional. Activity 2: Identifying numbers on packages. Why are numbers important? See p. C-21 for details.

21, 22, 23, 24, ____, ____, ____, ____, ____ Extensions: 1. If you can write the numbers from 1 to 9, then you can write the numbers in the twenties. Continue the pattern: 21, 22, 23, 24, ____, ____, ____, ____, ____ Hint: Just write "2" before each number.

2. What number rhymes with each object? Draw your assigned object as many times as its rhyming number. See pp. C-21–22 for details. Use the students' work to build a class poem.

3. Press the buttons ​in each step. 1 3. Press the buttons ​in each step. Record what you see on your calculator. + = Step 2: 1 Step 3: = Step 4: = Step 5: = Step 6: = Step 7: = Step 8: = Step 9: =

Bonus: Make your calculator count from 4 to 9.

4. Put the number cards in counting order. See p. C-22 for details.

AP Book 1.1 p. 19 New Canadian Edition

Writing Numbers NS1-6 Students will: JUMP Math™ Copyright © 2017 JUMP Math Teacher's Guide 1.1 Unit 2 Number Sense pp. C-23–25 New Canadian Edition NS1-6 Writing Numbers Students will: • write the numerals, first by tracing, then independently; and • distinguish between numerals written correctly and incorrectly. AB: required BC: required MB: required ON: required AP Book 1.1 pp. 20–23

"If you're happy and you know it, count to 10..." Let's sing: "If you're happy and you know it, count to 10..." Repeat with students counting on their own.

What colour are these cubes? Show students 5 cubes of different colours. What colour are these cubes? Close your eyes and count to 10. Open your eyes. Which cube did I hide? Repeat several times. See p. C-23 for details.

Which colour is missing? Each pair needs 5 cubes of different colours. Exercise: Which colour is missing? See p. C-23 for details.

Watch carefully as I draw a 7. Hint: Did I start drawing from the top or the bottom? Draw a big dot to show where I started. How can I show which direction to move in? See p. C-24 for details.

Watch me draw a . Add the starting dot. Add the direction arrow.

Watch me draw a . Add the starting dots. Add the direction arrows.

Repeat with 0, 9 and 6. See p. C-24 for details.

Complete "Writing Numbers (1)." Exercise: Complete "Writing Numbers (1)." Distribute BLM Writing Numbers (1) from p. C-52.

Continue with 3, 8, 2, and 5. See C-24 for details.

1. Complete "Writing Numbers (2)." Exercises: 1. Complete "Writing Numbers (2)." Distribute BLM Writing Numbers (2) from p. C-53.

2. Trace a number on your friend's back. Can your friend tell the number?

Complete "Counting Dots." Exercise: Complete "Counting Dots." Hint: Counting questions are easier when you can write the numbers! Distribute BLM Counting Dots (p. C-54).

Does that change if I put it in different positions? Bring a chair to the front. What object is this? Does that change if I put it in different positions? See p. C-24 for details. Are these all chairs? forward backward on its side

forward backward on its side Can you do the same thing with letters? forward backward on its side c Is it still a "c"? See p. C-24 for details.

forward backward on its side Is it still a "z"? forward backward on its side z See p. C-24 for details.

forward backward on its side Is it still a "3"? forward backward on its side 3 See p. C-24 for details.

Can you think of any numbers that are the same upside down? right-side up upside down Discuss with students and draw responses. See p. C-24 for details.

Which is correct? 2 2

Which is correct? 5 5

Which is correct? 3 3

Which is correct? 7 7

1. Complete "Roman Numbers." Extensions: 1. Complete "Roman Numbers." Distribute BLM Roman Numbers (p. C-55).

2. Draw a number 3 to finish the picture. What is the picture of?

3. Count to ten ​in another language: English one two three four five six seven eight nine ten See p. C-25 for examples.

AP Book 1.1 pp. 20–23 New Canadian Edition

Counting Using a Chart NS1-7 Students will: JUMP Math™ Copyright © 2017 JUMP Math Teacher's Guide 1.1 Unit 2 Number Sense pp. C-26–28 New Canadian Edition NS1-7 Counting Using a Chart Students will: • use a chart in place of counting orally. AB: required BC: required MB: required ON: required AP Book 1.1 pp. 24–25

Step 2: ​Put them in a chain. Hand out materials and teach students to count using a chart. Step 1: Count your cubes. Step 2: ​Put them in a chain. Step 3: Place them on the counting strip. What pattern do students notice? Have them exchange cubes to test the pattern.

The chart can do the counting for you. Demonstrate how to place the cubes individually, starting on the 1.

When we use a chart, can we count a cube twice? Can we miss a cube?

I think there are 8 cubes on this chart. Am I right? See p. C-27 for details. Just like in counting, we can't skip numbers.

Are there 5 cubes on this chart?

Are there 9 cubes here?

Are there 10 cubes here?

1. The calculator number 8 can be made using 7 toothpicks: Extensions: 1. The calculator number 8 can be made using 7 toothpicks: a) How many toothpicks do you need to make 1? b) How many toothpicks do you need to make 2? c) Find a calculator number that uses its own number of toothpicks.

2. a) My calculator doesn't work! The numbers aren't showing properly: 4 3 2 1 How would it show the other numbers? Distribute BLM Calculator Numbers (p. C-50). Which are correct? Incorrect? Do any two numbers look the same?

û b) Another calculator is missing the top left line. Draw each number from 0 to 9 as it would appear. Distribute BLM Calculator Numbers (p. C-50). Which are correct? Incorrect? Do any two numbers look the same?

AP Book 1.1 pp. 24–25 New Canadian Edition

Counting Objects in Different Arrangements JUMP Math™ Copyright © 2017 JUMP Math Teacher's Guide 1.1 Unit 2 Number Sense pp. C-29–33 New Canadian Edition NS1-8 Counting Objects in Different Arrangements Students will: • count objects in different arrangements, both with and without charts. AB: required BC: required MB: required ON: required AP Book 1.1 pp. 26–28

This exercise can also be done with manipulatives. 1 3 2 5 7 6 8 10 9 4 Have a volunteer count the cubes by drawing arrows to "place" them on the chart. The class can count along. See p. C-30 for details.

Repeat with a different volunteer for each of the following charts. 7 6 8 10 9 1 3 2 5 4

1 5 3 9 4 2 6 10 8 7

2 6 4 10 3 1 5 9 7 8

6 8 7 10 2 1 3 5 4 9

If we follow the numbers in order, does it matter how we arrange the cubes?

Count your cubes using all three charts. Exercises: Count your cubes using all three charts. 2 1 3 5 4 6 8 7 10 9 Hint: Did you get the same answer? See p. C-30 for details.

This exercise can also be done with manipulatives. Count the cubes with me. Point and count from left to right. See p. C-30 for details.

Now it's your turn to count. Have volunteers count from both ends. Now it's your turn to count. See pp. C-30–31 for details. The answer is the same whichever way you count.

Invite volunteers up to count each set of dots.

Click to uncover and cover the dots as students count aloud.

Have students count at the speed that the dots appear and disappear.​ Click to begin the animation.

Have students count at the speed that the dots appear. Then have them count as you circle the dots.

Circle the dots from various directions, as students count aloud.

Circle the dots from various directions, as students count aloud.

Count the dots on your handout in different ways. Distribute BLM Dots (p. C-57). Exercises: Count the dots on your handout in different ways. Did you get the same answer? See p. C-32 for details and bonus.

Click to show the dots. Have students count the dots as they appear, in twos. Review different ways to count the dots. See p. C-32 for details.

Extensions: 1. Let's count the dots. Click to uncover the hidden dots as students count aloud. Extensions: 1. Let's count the dots.

2. How many ways can you count these dots? See pp. C-32–33 for details.

AP Book 1.1 pp. 26–28 New Canadian Edition