KNOWLEDGE ABOUT PRODUCT

● Listed Material: Snap & Slide Number Bonds

○ Set of 4 triangles (“Number Bonds”) with 84 counting pieces. The Number Bonds
have dry erase circles at each triangle point, where numbers can be written. The
dry erase marker is not included, so it would have to be sold separately.
○ Item #DD267
● Where it could be purchased and cost:
○ Lakeshore Learning​: $29.99
○ Amazon​: It is currently unavailable on Amazon, and it is unknown if it will be
restocked. The price is not listed.
● Who makes it: Lakeshore Learning Materials
● Recommended Age:
○ 5-7 years old
○ Kindergarten to second grade
● Overall Evaluation: Students write a number (1-20) on the top dry erase circle of each
Number Bond. On the two bottom dry erase circles, students write the numbers that add
together to get the sum that is written at the top. They then snap the correct number of
counting pieces onto the Number Bond. They can count the two groups of counting
pieces to make sure the number of counting pieces equals the number written at the top
of the Number Bond.
○ Evaluation from the website: “​Students build their own visual models as they
explore our hands-on number bonds! Kids just write a number from 1 to 20 on top
of each board, snap on the counting pieces and slide them into two groups to
show as many number combinations as possible!”
○ As an additional note, this material is flexible. The sum doesn’t have to be written
on the top circle; instead, three numbers could be added together. Addition
doesn’t have to be used. Any activity that teachers can come up with can be
used, because this material is simply a triangle with three dry erase circles and
lots of counting pieces. Teachers and students aren’t bound by the description
the website offers!

TEACHING STRATEGIES/EVIDENCE BASED BEST PRACTICES

● “All students have easy access to low- and high-tech materials for presentation,
engagement, and response.” This is referring to the physical environment of a UDL
classroom.
○ “Teaching in Today’s Inclusive Classrooms”
■ This is a product that students can always have access to. It’s made of
plastic, so teachers don’t have to worry much about it breaking. This
material helps students engage with math problems, and it can help them
explain their responses.
● “Having and using varied tools also lets teachers customize individual learner’s options
because no single method works for all.”
○ “Teaching in Today’s Inclusive Classrooms”
 ■ Some students can answer addition problems in their heads, while others
cannot. Some students understand what is happening in an addition
problem without seeing it, but not all students can. This material allows
teachers to give their students more options for learning/understanding
and explaining. Not every student needs to use this material for every
problem, but it is available for the students that would like to utilize it.
● Materials need to be “simple enough that all learners can understand how they function
regardless of student’s language skills, sensory needs, and background knowledge.”
○ “Teaching in Today’s Inclusive Classrooms”
■ This material is very simple; most students should be able to figure out
how to use it without much or any direction. Students don’t have to be
able to talk to use it, and students can observe how to use the board
without hearing instructions (which is helpful for ELLs). Students of any
language can use this material, as well as students who are deaf or mute.
No talking is required. Of course, students are allowed to talk while using
this material. This is a great material to help students explain their
thinking during an addition problem.
● “By using visual supports (VS), the learner with ASD might be able to process
information easier and more quickly.”
○ https://afirm.fpg.unc.edu/visual-supports
■ Students with autism learn better with visuals. This material shows
addition visually as a written number and also with the number of counting
pieces.
● “Gross and fine motor skills are included in daily lessons and activities.”
○ https://tats.ucf.edu/wp-content/uploads/sites/9/2018/12/ongoing-document-all-sec
tions.pdf
■ This material helps increase motor skills because students have to pick
out the counting pieces and attach them to the Number Bonds.

CORE STANDARDS/STATE STANDARDS

● K.NS.2: ​Write whole numbers from zero to 20​ and recognize number words zero to
10. ​Represent a number of objects with a written numeral zero to 20 (with zero
representing a count of no objects)​.
○ Students can write numbers on the dry erase section of the Number Bonds. In
the description of the product, it is mentioned that “Kids just write a number from
1 to 20,” so this product fits well within this standard. Students also represent the
number of counting pieces on their board with the number that they write on the
dry erase section.
● K.NS.5: Count up to 20 objects arranged in a line, a rectangular array, or a circle. Count
up to 10 objects in a scattered configuration. Count out the number of objects, given a
number from one to 20.
○ Students will practice counting the number of counting pieces to fit with each of
the numbers. Teachers can also arrange these counting pieces into different
 configurations, such as a line, rectangular array, or circle, to complete this entire
standard.
● 1.CA.1: Demonstrate fluency with addition facts and the corresponding subtraction facts
within 20…
○ This material is a wonderful, hands on way to help students demonstrate fluency
with addition facts. It might be a little bit more confusing to demonstrate
subtraction facts, but it is possible.
● 1.CA.4: Solve real-world problems that call for addition of three whole numbers whose
sum is within 20 (e.g., by using objects, drawings, and equations with a symbol for the
unknown number to represent the problem).
○ Teachers could give their students real world problems, and then allow them to
use this material to write down the three numbers that will be added together,
and then count the total number of counting pieces that are on the Number
Bonds.
● 2.NS.5: Determine whether a group of objects (up to 20) has an odd or even number of
members (e.g., by placing that number of objects in two groups of the same size and
recognizing that for even numbers no object will be left over and for odd numbers one
object will be left over, or by pairing objects or counting them by 2s).
○ Students can compare the counting pieces while they are on the Number Bonds.
This is a good way to make sure the pieces don’t move and aren’t misplaced as
students are working.

MORE INFORMATION
● This material would be helpful for the following disabilities:
○ Learning Disabilities
■ This is a multi-sensory tool because students can write the number and
count out the counting pieces. It’s also a great visual for students who
understand better with visuals.
○ ADHD
■ This is a hands on tool, which is helpful for students with ADHD because
it allows them to physically manipulate the mathematical problem. It
makes it easier for students to focus when they have a job to do (i.e.
attaching the correct number of counting pieces to the Number Bond),
rather than when they are doing mathematical problems on a piece of
paper.
○ Autism
■ Students with autism work best with visual tools. This tool is a visual
representation of the numbers that are listed on the dry erase section of
the Number Bond.
○ Intellectual Disabilities
■ This tool covers several of the best strategies for students with intellectual
disabilities: learning should be experimental and hands on, interesting
artifacts should be used, and learning should be project based. With this
material, students will be engaged because it is much more interesting
than a sheet of math problems, and this material is a great representation
of what is happening when students add or subtract.