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Missing Number
Teacher Card
5
1
Math Objective
Teaching Strategies GOLD Alignment:
20a- Counts: (Green, Blue, Purple) Verbally counts to 10; counts up to
5 objects accurately, using one number name for each object. Verbally
counts to 20. Tells what number (1-10) comes next in order by counting.
Tells what number comes before and after a specified number up to 20.
20c- Connects Numerals with their Quantities: (Blue, Purple) Identifies
numerals to 5 by name and connects each to counted objects. Identifies
numerals to 10 by name and connects each to counted objects. Identifies
numerals to 20 by name and connects each with counted objects.
Math Talk- Child Vocabulary
Math vocabulary
Age-appropriate
definition
Number Line
“Line with numbers
placed in order”
0
5
Hand motion
[push arm out in a line]
Math Talk- Family Vocabulary
Math vocabulary
Definition
Numeral
Written number such as 1, 2, 3, 4, etc.
Quantity
Tells how much or how many
OBJECTIVE:
Say what number comes
next and connect NUMERALS (written number such as
1, 2, 3, 4 etc.) to a QUANTITY (tells how much or how
many).
What You Need:
Missing Number
©
XPLORE
• Allow your child time to freely explore
the materials provided for this game.
• Look at one of the yellow cards. See if
you can find that many objects.
• If you are looking at the 3 card, see if
you can find 3 objects around you. Lay
them out near the card. Try to find the
matching number magnet.
“How do you know that we
SK: have 3 objects?”
1
• “How are the numbers ordered? Could you order them in another way?”
• “What number comes before the missing number? What number comes after
the missing number?” Follow up by asking, “How do you know?”
• “What number is on the missing card? How many dots are on the missing
card?” Follow up by asking, “Could the dots be arranged in a different way?”
Provide counters or cut out paper circles so the child can show the other
ways the dots could be arranged.
1.
6
4
2.
LAY
• With your child, make a number line by
putting cards 0-5 in order from least to
greatest.
• Place the matching number magnet
beneath each card. Compare the number
magnet to the number on the card.
“How do you know which card
SK: has the least dots on it?”
do you know which card
2 “How
has the most dots on it?”
3
4
LAY
LAY
• Have your child close their eyes while you
remove one card and its matching num• After playing a few rounds, try to play
ber magnet. Do not close the gap created
again, but close the gap created when
when the card and magnet are removed.
the card and magnet are removed.
• Have your child open their eyes and figure out which number is missing.
After your child finds the missing
• After your child figures out the missing
number ask, “Where does that
number, give them the missing card and
number belong? Why does it belong
magnet and ask them to put it back in
there?”
place in the number line.
SK: “What is the connection between
the number magnet and the dots on
“Which number is missing?
SK: How do you know?”
the card?”
Want to learn more about
playing math?
Visit: www.zenomath.org
Missing Number
(Continued)
©
UILD
• Try playing again…
with number cards and magnets 0-9.
with just number cards 0-15.
with just the number magnets.
with 2 missing numbers.
“Which numbers are missing?
How did you figure that out?”
SK: “Which of the 2 missing numbers
is greater? How do you know?”
5
SK: Open-Ended Questions
10
ONNECT
7
• Write numbers on strips of paper and
then place them out of order.
• Ask your child to try to put the numbers
in order from least to greatest.
“How did you know what order
to put the numbers into?”
SK: “What number comes before 4?
What number comes after it?”
START SMALL
BE PATIENT
KEEP IT FUN
UILD
• Try to play again, but after you remove a
number, mix up the remaining numbers
so they are no longer in order from least
to greatest.
• See if your child can name the missing
number and put the numbers back into
order from least to greatest.
“How did you figure out the
missing number when the
SK: numbers were not in order?”
“Can you put the numbers
6
back into order?”
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ONNECT
• Draw a 0-10 number line on a piece of
paper with your child.
• Go on a number hunt. Circle the numbers
on the number line as you find them.
• After your number hunt see if you have
any numbers that are not circled.
SK:
“Do we have any numbers on
our number line that are not
circled? Where might we may
be able to find the numbers
that are not circled?”
©
UILD Learning
…During Whole Group/Morning Meeting
»» Assign each student a number by handing them a card with a number on it. Ask students to try to arrange
themselves in order from smallest number to largest. Have all the students close their eyes while you choose 1
child/number to hide. Ask students to open their eyes and figure out which student/number is missing.
1
2
3
5
6
7
Missing
Student/Number
8
4
…During meal time
»» Throughout meal time, ask students to count how many of a certain food item they have left. For example,
“How many crackers do you have left on your plate?” Ask, “Who has the most? Who has the least?”
…During Centers
»» Dismiss students to centers based on the numbers you assigned them during morning meeting. As you dismiss
each student say, “I just dismissed student 2, which number is next?” On another day try calling numbers in
reverse order, starting with the highest and ending with the lowest.
Learning Trajectory for Recognizing Numerals and Connecting to Quantities*
Pre-Recognizer:
Demonstrates an understanding of one, two, and more. For
example, a child takes 2 stickers when told, “Take 2 stickers”
or says, “more crackers” to
indicate that he wants more
pieces than given.
1 year old
Early Recognizer:
Recognizes and names
a few numerals. When
asked to find the
number 1, they may be
able to point to it on a
number line.
Verbally counts, but
not always in order.
2 years old
Recognizer to 5:
Recognizer to 10:
Identifies numerals to 5 by
Identifies numerals to 10 by
name and connects each to
name and connects each to
counted objects. Finds peg
counted objects. Sees the
board with 3 on it and places 3 number 7 card held up and
pegs on the board.
says, “7, I can clap 7 times”
Verbally counts to 10; counts
and claps hands 7 times.
up to 5 objects accurately,
Verbally counts to 20; counts
using one number name for
10-20 objects accurately. Tells
each object.
what number (1-10) comes
next in order by counting.
3 years old
4 years old
Recognizer to 20:
Identifies numerals to 20
by name and connects each
to counted objects. Sees a
tree with the number 17 on
it and draws 17 apples on
the tree.
Counts 30 objects accurately. Tells what number comes
before and after a specified
number up to 20.
5 years old/Kindergarten
Example:
ONNECT to the Child and Home
• Ask families to create a linear family picture with their child using the
ages of family members to determine the order.
»» The family could be ordered from oldest to youngest or youngest to
oldest.
»» Invite families to share their family pictures with the class.
1
3
*This trajectory and the ages associated with it are based on Teaching Strategies GOLD® and Learning Trajectories©.
The levels are not considered absolute. It is important to remember and respect that every child develops differently. For more information on
the trajectories and how they should be used, please create a login at https://www.learningtrajectories.org/user/login and visit their FAQ page.
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