Math at Home Math Access for Teachers
and Home Child Care Providers

CME Group Community Foundation

 

 

Number Memory

Children will match cards that display numbers with cards
that display groups of objects that represent those numbers.

 
Content Area Standard Target
  • Number and Operations
  • Algebra
  • Understand numbers, ways of representing numbers, relationships among numbers, and number systems
  • Understand patterns, relations, and functions
  • Represent and analyze mathematical situations and structures using algebraic symbols
  • Count with understanding and recognize “how many” in sets of objects
  • Develop understanding of the relative position and magnitude of whole numbers and of ordinal and cardinal numbers and their connections
  • Connect number words and numerals to the quantities they represent, using various physical models and representations
  • Sort, classify, and order objects by size, number and other properties

  • Use concrete, pictorial, and verbal representations to develop an understanding of invented and
    conventional symbolic notations
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Obtain materials Obtain the Materials
 
  • 20 cards – Half the cards with numbers 1-10 and the other half with the corresponding pictorial representation. (e.g., 1 card with the number 4 and the corresponding card with a picture of 4 objects)  You can use colored notecards but be careful that the children can’t see the numbers or pictures through the card.

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

   
Introduce the activity Introduce the Activity
 
  1. Review numbers 1-10 and their corresponding pictorial representations. Ask: “Using dots, what would the number 6 look like?”
  2. Explain that today they are going to play a game that matches numbers and their equivalent pictures. Not only do they have to make a match, they need to remember where the cards are located.  The game is called “Memory.”
   
Engage the children Engage the Children
 
  1. Model the game for the children.  Lay out all the cards in a 4 by 5 array, facedown. 
  2. Turn over one card and examine it.  Let’s say you turn over a card that has the number 7Ask the children what card you would need to turn over for a match.  “A picture of 7 objects.”  Turn over another card.  If it is a card that has the pictorial representation of 7, put both cards off to the side.  Reinforce that both cards are a match and therefore, they are a pair and can be taken out.
  3. If the second card you turn over is not the pictorial representation, explain to the children that since the card does not match the 7 card, they need to put both cards back in their original spots.  Remind the children that the name of game is “Memory” and they should remember what was on each card and where it is. 
  4. Emphasize that they should also watch and remember the cards turned over during the other player’s turn.  The game is over when all of the cards have been matched.

Additional Extensions

  • Change the deck of cards to include numerals and the number words.  Instead of having cards with the pictorial representation, switch those for the written word of the number. (e.g., one card with the number 4 on it and the matching card has the word “four” on it.)
   
Encourage vocabulary Encourage Vocabulary
 
  • Same – Identical in kind or quantity (e.g., "Can you find the same card to make a match?")
  • Different – Not similar in size, shape, color or other characteristic (e.g., "That card is different from the card you turned over.")
  • Match To equal; to be equal to

Glossary of MATH vocabulary

   
Make adaptations Make Adaptations
 

Supporting Children at Different Levels

Toddlers   Pre-K

Toddlers may:

  • Have difficulty understanding and recognize “how many” in sets of objects.
  • Have difficulty connecting number words and numerals to the quantities they represent.
Vertical line

Pre-K Children may:

  • Be easily able to connect number words and numerals to the quantities they represent.

Home child care providers may:

  • Have the children play the game with like cards and less cards.  Using just 10 cards – 2 cards with the same number, have the children play the game just matching the same numbers.  (e.g., a 4 card matches a 4 card)  You can do the same with pictorial representation (e.g., a picture of 4 circles matches another card with the picture of 4 circles).

 

Home child care providers may:

  • Change the deck of cards to include numbers and the written number.  Instead of having cards with the pictorial representation, switch those for the written word of the number (e.g., one card with the number 4 on it and the matching card has the word “four” on it).

 

   
Books Books
 
  • My Very First Book of Numbers by Eric Carle (New York: Philomel, 2006)
  • Rainbow Fish Counting by Marcus Pfister (New York: North-South Books, 2004)
  • From the Garden: A Counting Book about Growing Food by Michael Dahl (Mankato MN: Picture Window Books, 2004)
   
Music and movement Music and Movement
 
   
Outdoor connections Outdoor Connections
 
   
Explore links Web Resources
 

 

 


 

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