2. One set of large numerical cards: 1-9, 10-90, 100-900, and 1000-9000.
3. Two sets of small numerical cards: 1-9, 10-90, 100-900, and 1000-9000.
4. Trays to carry materials.
5. Small cups to hold unit beads.
6. Addition and equals signs.
2. Choose one child to be the banker.
3. The banker assembles the bead material on a rug or table, separating it into categories.
4. Other children lay out small numeral cards in order on a table or rug.
5. Emphasize that the units are on the right, tens to the left, etc.
6. Trays with unit cups on them should be placed here.
7. There should be prepared problem cards for static addition with numbers small enough that they do not exceed 9 when added.
2. Child takes the tray to the bank and gets the amount to match the numerical cards on the tray. Units are placed in the unit cups.
3. Child returns to teacher for verification.
4. Each child playing the game is thus given a number, goes to the banker and returns with the amount.
5. When the quantity from the first tray is assembled on the rug according to categories, slide the numerals over and place on top right of rug.
6. Count the beads with the children starting with the units.
7. Read the numerals on the right.
8. Repeat steps 6-8 for all children playing the game.
9. Say, "Now we are going to add. This sign means 'putting together."' Put + sign in front of second addend.
10. Slide second number beads up to first. Say, "Now we are adding."
11. Count unit beads and have child obtain large numeral card for 7.
12. Place the large 7 symbol card under the unit beads.
13. Repeat steps 11-12 for the tens, hundreds and thousands.
14. While cards on top of each other say, 'When we put 2463 together with 2224 we get 4687."
15. While moving numerals closer together say 246:3 plus (point to + sign) 2224 equals (place __________ line) 4876.
16. Assemble the cards as follows:
17. Use small cards for addends and large cards for sum.
18. Quantity of bead material may be used only to show the operation at first; then only symbol cards may be used for the answer.
2. Verification of the directress.
3. Counting the materials.
2. Adding quantities together.
3. Seeing addition cards mounted on red.
2. Practice with the decimal system.
3. Visual representation of the meaning of addition.
4. Understanding of numbers and their place value.
5. Learning the meaning of mathematical terms such as plus, equal, addends, etc.
2. Children obtain the amount from the bank.
3. After verification the quantities are combined, beginning with units.
4. Children will discover that it is necessary to exchange from the bank.
5. Thus children will understand that if they have 13 units, they will obtain a ten bar and have 3 units left.