Learning Resources Baby Toy LER 1761 1761 4 User Manual

N a c h f r a g e n a u f .  
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C o n s e r v a r e s t o s d a t o s . H e c h o e n C h i n a .  
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L R M 1 7 6 1 / 1 7 6 1 M - 4 a - G d U e D i n C h i n a .  
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Red bugs, yellow bugs all in a row, math-loving learners know where they  
go! Buggy BeadsCounting 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!  
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.  
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.  
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.  
CCSS Alignment:  
The activities in this guide target the following Common Core State  
Standards for Math in Kindergarten:  
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.  
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 Number and Operations in Base Ten: K.NBT.A.1  
Activities:  
Show Me the Numbers!  
Number Mystery Stories  
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.  
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.  
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  
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