#### Material

Small wooden squares, all the same size:

Green squares with the symbol 1.

Blue squares with the symbol 10.

Red squares with the symbol 100.

Some green squares with the symbol 1000.

Skittles (for division): 9 green, 9 blue, 9 red and 1 large green.

Some small discs in green, blue, and red.

A compartmented box for all the above.

A tray with squared paper, pencil and ruler.

#### Presentation

##### Golden Beads and Stamps

- Invite the child to the lesson.
- Show the child the stamp game box.
- Ask the child to bring the box to a table.
- Bring the golden beads introduction tray.
- Ask the child to bring black felt underlay to the table.
- Ask the child to unroll the underlay.
- Open the stamp game box, place the lid under the box.
- “You’ve seen number cards before, well these are like the number cards, and we call these stamps.”
- Pick up the unit bead and place it on the underlay.
- “What is that? That’s right, a unit. We have another way for showing a unit.”
- Place a 1 stamp on the underlay above the unit bead.
- “What number is that? Right, one! This stamp is the same as a unit!”
- Repeat this process for the 10 bar and 10 stamp.
- Hand it over to the child, letting him do 100 and 1000 the same way on his own.
- Review how the stamps are the same size, but ask how many zero’s each stamp has, and to verify ask what numbers are on the stamps.
- Ask the child to return the golden beads to the shelf, and proceed to the next presentation.

##### Making Numbers (no writing)

- With the stamp game on the table, show the child how to make a single category number, such as 4.
- Place four 1 stamps touching each other in a column, on the table below the compartment of the box where the 1 stamps are stored.
- Ask the child to make another single category number, such as 200.
- Place the stamps back in their compartment.
- Ask the child to make another single category number, such as 6000.
- Place the stamps back in their compartment.
- Ask the child to make a number that uses more than one category, such as 35.
- Ask the child to add more stamps to 35 to turn it into a different number.
- Ask the child to put the stamps back in their compartment.
- Ask the child to make a new number, such as 1234.
- Once the child is secure, ask him to make a number that has a zero such as 502.
- After the child places five 100 stamps and two 1 stamps, emphasize the empty category.
- “That category is empty. You remember how important that is right?”
- Go on by explaining “We have discs in the box that serve the purpose of zero. Which color do you think we will place here? Right, the blue disc!”
- “Alright, let’s put it up and get it out tomorrow!”

**Writing**** Numbers**

- Invite the child to the lesson.
- Ask the child to bring the stamp game to a table.
- Show the child the pencils, grid paper, underlays and trays for math.
- Bring two pencils, two papers, and two underlays on a tray.
- Ask the child to make any number he likes.
- Ask the child to read the number, for example “2153.”
- “Now I can show you how to write it!”
- “How many thousands are there? Right, two!”
- Write a 2, be sure to be in the thousands place on the grid paper, ask the child to do it too.
- “How many hundreds are there? Yes, one hundred!”
- Write a 1, make sure the child is writing it as well.
- “How many tens? Right, 5,”
- Write a 5.
- “How many units? Yes, only 3.”
- Write a 3.
- “We write it just like that!”
- Once you and the child are all done writing, which you should finish at the same time, read the whole number out loud.
- Repeat this process for a couple other numbers, then clean up.

##### Writing in Columns

- Invite the child to the lesson.
- Ask the child to bring the stamp box.
- Ask the child to bring two papers, two underlays, and two pencils on a tray.
- If the child is using the same grid paper from the other exercise, show him how to separate one exercise or day of work from another exercise or a new day’s work, by filling a whole row with x’s or designs such as smiley faces.
- Ask the child to make a number, such as 5.
- Show the child where to start on the paper by placing your pencil in the corresponding box, then write the number down and ask the child to write it.
- Ask the child to make a new number that starts with a different category, such as 230.
- “What do we do start with? Yes, the hundreds. Where do we write the hundreds? Right, in this column!”
- Write the number in the row right beneath the previous one.
- Make another number that starts with a different category, such as 11.
- “Where do we start this one? Right, in this column!”
- Repeat this process until the child tires.

#### Exercises

As the presentation. Work can be done independently.

#### Purpose

To reinforce the understanding of the decimal system, through individual work.

Further experience with place value.

#### Age

5 to 5 1/2

#### Notes

You technically can write from right to left in the boxes, so long as you read left to right, but I think it makes more sense to write numbers from left to right for consistency as that is how we read.