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

CME Group Community Foundation

 

 

Ten, Nine, Eight

Children will orally count backwards from 10 to 1.

 
Content Area Standard Target
  • Number and Operations
  • Algebra
  • Understand numbers, ways of representing numbers, relationship 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
  • Sort, classify, and order objects by size, number, and other properties
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Obtain materials Obtain the Materials
 
  • The book, Ten, Nine, Eight by Molly Bang
  • 2 sets of 10 cards each – 1st set has the numerical numbers 1-10 on them.  The 2nd set has the word numbers written on them.

 

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 counting 1 – 10.  Count aloud with the children. 
  2. Explain to the children that they are going to count backwards from 10 to 1 and they are going to match up the written number on their card with the number in the book.
   
Engage the children Engage the Children
 
  1. Pass out the cards with the numbers on them.  Keep the cards with the written numbers on them.
  2. Read the story, Ten, Nine, Eight.  As you read, hold up a number word card that coincides with the number in the story.  Ask:“What is this number word?”  The children should hold up their matching number cards with the correct number.
  3. When you are done reading the book, have the children count backwards from 10 as a group.

Additional Extensions

  • Using the number cards, have the children place them in descending order from 10 to 1.
  • Have the children create a Counting Book starting at 10 and ending with the number 1.  They can write out the number word, write the number and draw a numerical representation of the number.
   
Encourage vocabulary Encourage Vocabulary
 
  • Count – To identify the amount of something by number (e.g., "How many blocks do you have? 1-2-3!" [Point to each object while saying 1-2-3.])
  • NumberDescribe quantities or values (e.g, "What is this number word?")

Glossary of MATH vocabulary

   
Make adaptations Make Adaptations
 

Supporting Children at Different Levels

Toddlers   Pre-K

Toddlers may:

  • Still be working on one-to-one correspondence and counting, in order, from 1 to 10.
Vertical line

Pre-K Children may:

  • Already count 1 -1 0 forwards and backwards and have an understanding of one-to-one correspondence.

Home child care providers may:

  • Continue to work on their counting skills but reinforcing oral counting skills 1 – 10.
  • Have the children match numbers with numbers.  Ask the children, “Who has the number 4?” and the children, using numerical cards, will match the corresponding number.

 

Home child care providers may:

  • Using the number cards, have the children place them in descending order from 10 to 1.
  • Have the children create a Counting Book starting at 10 and ending with the number 1.  They can write out the number word, write the number and draw a numerical representation of the number.

 

   
Books Books
 
  • Ten, Nine, Eight by Molly Bang (New York: Greenwillow Books, 1996)
   
Music and movement Music and Movement
 
   
Outdoor connections Outdoor Connections
 
  • When the children line up, have them line up in descending order.  Give each child a number and then have them line up in descending order.
  • Using any objects found outside, have the children work with predetermined sets of objects.  10 leaves of different colors, 10 various playground equipment, 10 clothing items needed when the weather gets colder….
   
Explore links Web Resources
 

 


 

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