2. One set of large numerical cards.
3. Two sets of small numerical cards.
4. Trays, unit bead cups, - and = signs.
5. 3 children and rugs.
2. Compose the minuend with big numeral cards to emphasize that it represents a larger quantity than the subtrahend does.
3. Holder of large cards gets material from the bank, has it verified and lays it out in categories on the rug. He puts the numerals under the quantity.
4. Second child obtains his number from the equation card and composes this subtrahend with small symbol cards to emphasize that it is not as great a number as the minuend. He places the symbol cards under the large cards on the rug so the equation can be seen.
5. The child who composed the subtrahend gets a tray, goes to the holder of the larger number cards and asks for the amount symbolized by his cards.
6. The holder of the larger cards gives him the amount of the material.
7. He then figures how much he has left and gets smaller cards to represent this. The smaller cards signify the remainder for the holder of the larger cards.
8. Read equation as you add - and _ signs.
2. Teacher's verification.
3. The remainder.
2. To provide a visual picture of what subtraction means.
2. The first child composes the number from the equation card, gets the quantity from the bank, puts it according to quantities on the rug with the large numerals underneath. He reads the number.
3. The second child puts the number to be taken away underneath and gets a trap to remove the quantity. He begins with units.
4. Say, "Can we take 4 away from 1? No? What should we do?" ('Exchange!")
5. Put a ten bar on the tray and take it to the bank to exchange for 10 units. Then take 4 units away from the 11 units.
6. Continue in this manner up to the thousands.
7. Get small numerals to represent remainder and place under subtrahend. Put in the signs and read equation.