This quote I feel supports the need to use dot cards and ten frame cards so that children are able to see numbers. Along the way we heard the story of a child who could match 3 dots to 3 fingers but didn't know the number name three. This child could see the dots and recreate them but didn't know the name. Using the dot cards would help her grow in seeing the number with the name but since the teaching could include the showing of fingers this child could be successful in a whole class setting. I have seen it time and again that if a child is successful then they are willing to try.
The chapter spent a good deal of time talking about how to use dot cards and ten frame cards in the classroom I won't go into much detail here, but I am excited to think about how these could be used in my room. Starting the first day we could look at cards and talk about how many dots we see and learn how to show that many fingers without shouting out the answer. We can use ten frames or five frames to start seeing numbers in groups and talk about how many dots are there and how many more do we need to fill the frame. This chapter excited me. And then I read this:
Do you see the power of the dot cards? This quick routine that shouldn't last more than 5 or so minutes ( once it is up and running) impacts SO much of future math work.
This chapter also introduced me to a new item, a rekenrek. Have you ever heard of this tool?
They have ten beads on the top row and ten on the bottom. In the book it also talks about a version where you can hide beads behind a white board... Like this one.
I'm going to find out if our math coach has ever used these and see if she will come model it for me, since I'm struggling to understand it.