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Stamp Game Introduction

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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.


Golden Beads and Stamps 
  1. Invite the child to the lesson.  
  2. Show the child the stamp game box. 
  3. Ask the child to bring the box to a table. 
  4. Bring the golden beads introduction tray.  
  5. Ask the child to bring black felt underlay to the table. 
  6. Ask the child to unroll the underlay.  
  7. Open the stamp game box, place the lid under the box. 
  8. “You’ve seen number cards before, well these are like the number cards, and we call these stamps.” 
  9. Pick up the unit bead and place it on the underlay.  
  10. “What is that? That’s right, a unit. We have another way for showing a unit.” 
  11. Place a 1 stamp on the underlay above the unit bead. 
  12. “What number is that? Right, one! This stamp is the same as a unit!” 
  13. Repeat this process for the 10 bar and 10 stamp.  
  14. Hand it over to the child, letting him do 100 and 1000 the same way on his own. 
  15. 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. 
  16. Ask the child to return the golden beads to the shelf, and proceed to the next presentation. 
Making Numbers (no writing) 
  1. With the stamp game on the table, show the child how to make a single category number, such as 4. 
  2. 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. 
  3. Ask the child to make another single category number, such as 200. 
  4. Place the stamps back in their compartment.  
  5. Ask the child to make another single category number, such as 6000. 
  6. Place the stamps back in their compartment.  
  7. Ask the child to make a number that uses more than one category, such as 35.  
  8. Ask the child to add more stamps to 35 to turn it into a different number.  
  9. Ask the child to put the stamps back in their compartment.  
  10. Ask the child to make a new number, such as 1234.  
  11. Once the child is secure, ask him to make a number that has a zero such as 502.  
  12. After the child places five 100 stamps and two 1 stamps, emphasize the empty category. 
  13. “That category is empty. You remember how important that is right?” 
  14. 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!” 
  15. “Alright, let’s put it up and get it out tomorrow!” 
Writing Numbers 
  1. Invite the child to the lesson. 
  2. Ask the child to bring the stamp game to a table. 
  3. Show the child the pencils, grid paper, underlays and trays for math.  
  4. Bring two pencils, two papers, and two underlays on a tray. 
  5. Ask the child to make any number he likes. 
  6. Ask the child to read the number, for example “2153.”  
  7. “Now I can show you how to write it!” 
  8. “How many thousands are there? Right, two!” 
  9. Write a 2, be sure to be in the thousands place on the grid paper, ask the child to do it too.  
  10. “How many hundreds are there? Yes, one hundred!” 
  11. Write a 1, make sure the child is writing it as well. 
  12. “How many tens? Right, 5,” 
  13. Write a 5. 
  14. “How many units? Yes, only 3.” 
  15. Write a 3. 
  16. “We write it just like that!” 
  17. Once you and the child are all done writing, which you should finish at the same time, read the whole number out loud. 
  18. Repeat this process for a couple other numbers, then clean up. 
Writing in Columns   
  1. Invite the child to the lesson. 
  2. Ask the child to bring the stamp box.  
  3. Ask the child to bring two papers, two underlays, and two pencils on a tray. 
  4. 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. 
  5. Ask the child to make a number, such as 5. 
  6. 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. 
  7. Ask the child to make a new number that starts with a different category, such as 230. 
  8. “What do we do start with? Yes, the hundreds. Where do we write the hundreds? Right, in this column!” 
  9. Write the number in the row right beneath the previous one. 
  10. Make another number that starts with a different category, such as 11. 
  11. “Where do we start this one? Right, in this column!” 
  12. Repeat this process until the child tires.  


As the presentation. Work can be done independently.  


To reinforce the understanding of the decimal system, through individual work. 
Further experience with place value. 


5 to 5 1/2


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. 

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