(Maina "I'll start counting and you keep going when I stop. 1, 2, 3...(4, 5, 6) 5, 6, 7...(8, 9, 10) 7, 8, 9...(10, 11, 12) 10, 11, 12...(13, 14, 18) Continue with numbers the children know. Mm 1-2 "When you count What number comes after 7?” (8), 4? (8) 9? (10), 6? (7), 10? (11), 2? (3), 142 (18), 8? (9), 17? (18), 13? (14). Continue with numbers the children know Mt 1-3 Hold up @ number card, “What is this number? Show a 4 Show a 7. Show a 9 Show a 5. Continue with all the number cards mt 1-4 Give the child number cards. "Hold up the number 8; 6; 5.” Continue with all the number cards.c Mm 1-8 Hold up a number card. "If I were counting, what number would come after this number?” 6 (7) 4 (8) 9 (10) 7 (8) 14 (15) 18 (19) Continue with all the number cards. mM 1-6 Give the child the number cards. "Hold up the number which comes after the ones I say.” 8 (9) 4 (5) 9 (10) 7 (8) 14 (15) 18 (19) Continue with ell the number cards. MM 1-7 What number am I thinking of? It 1s more than 3 and less than 5. (4) Practice with different numbers. mt 1-8 Close your eyes. Estimate how many tables, or windows, or Dook cases, etc. are in the room.- MM 1-9 Teacher holds crayons in hand Show students hand of crayons Students estimate how many crayons are in teacher's hand Repeat with other objects in your hand. mM 1-10 Every student takes out 1 pencil. Ask students to estimate how many of a certain color are in their row or group. Check to make sure mt 1-11 Show students 1 piece of chalk. Show them an ompty box of chalk. They are to estimate how many pisces of chalk would fit in the box. Show them other objects and containers MM 1-12 Show two sets of objects for a very short period of time (counters, unifix cubes bundles of sticks, coins, ete.). Tell how many are in one set. Show the sete again briefly. Ask the children to determine the number in the other set. Give the children hints to help them in determining the number.