INTRODUCTION TEACHER’S NOTES

Welcome to the Bebop Number Work Program. Here you will find worksheets
to practice counting, number recognition, matching sets of objects, one-to-one
correspondence, following a pattern, and classification. The worksheets do not have
to be completed in a particular order, although the counting worksheets can be used
sequentially to review numbers taught in Lesson 3 of each unit in the Bebop Student’s
Book. You may wish to use some worksheets after a particular unit as a way of
reviewing key language. You can use all the worksheets or choose certain worksheets
to support the individual needs of your class or particular children. We hope you and
the children have fun developing early math skills together!

EARLY MATH TIPS FOR LEVEL 1

·· Use a wide variety of concrete, hands-on objects for counting.

·· Order sets, pictures, and numbers from least to greatest.
·· Count forward to 10 and backward from 10.
·· Use counting rhymes and finger play.
·· Match objects and numbers.
·· Order objects by size, length, height, or weight, and encourage the children to identify
which object is:
·· bigger / smaller
·· longer / shorter
·· taller / shorter
·· heavier / lighter

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WORKSHEETS 1—10: TEACHER’S NOTES
COUNTING

1 2 3 4 5
WORKSHEET 1: COUNTING WORKSHEET 2: COUNTING WORKSHEET 3: COUNTING WORKSHEET 4 : COUNTING WORKSHEET 5: COUNTING

Point and say the number. Decorate the number and color the table. Point and say the number. Count the books. Decorate the number and color the books. Point and say the number. Count the crayons. Decorate the number and color the crayons. Point and say the number. Count the hands. Decorate the number and color the hands. Point and say the number. Count the T-shirts. Decorate the number and color the T-shirts.

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6 7 8 9 10
WORKSHEET 6: COUNTING WORKSHEET 7: COUNTING WORKSHEET 8: COUNTING WORKSHEET 9: COUNTING WORKSHEET 10: COUNTING

Point and say the number. Count the balls. Decorate the number and color the balls. Point and say the number. Count the squares. Decorate the number and color the squares. Point and say the number. Count the turtles. Decorate the number and color the turtles. Point and say the number. Count the oranges. Decorate the number and color the oranges. Point and say the number. Count the triangles. Decorate the number and color the triangles.

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Key Language Review

·· ball, book, crayon, hand, orange, table, T-shirt, turtle, square, triangle, 1–10

Materials
small paper balls or confetti, glue

What to Do
Use Worksheets 1–10 to review the numbers taught in Lesson 3 of each unit in Bebop
Level 1. Provide each child with a copy of the worksheet. Ask the children to point and say
the number. Then ask them to point to the objects on the page and count them together.
Invite the children to decorate the number with small paper balls or confetti and color the
objects with crayons. Display the number worksheets on the classroom wall in sequence,
adding a new number every time the children complete a worksheet.

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WORKSHEETS 11—12: TEACHER’S NOTES
MATCHING SETS

WORKSHEET 11: MATCHING SETS WORKSHEET 12: MATCHING SETS

Count the different objects. Match the sets that have the same number of objects. Count the different shapes. Match the sets that have the same number of shapes.

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Key Language Review

·· apple, ball, book, crayon, table, T-shirt, circle, rectangle, 1–6

Materials
two sets of objects, such as books and crayons

What to Do
Although they may be able to count, children need to match sets of objects before they
understand number conservation and realize that counting refers to sets of items. If there
is a pile of 10 grapes and a pile of 10 apples, young children will initially perceive that there
are more apples simply because apples are bigger. Before using Worksheets 11–12, bring in
two sets of objects – crayons and books, for example. Place the objects next to each other
on a table. Invite a child to move one crayon to the center of the table, and you move one
book to match it. Repeat, and count the objects in the center together, so the children can
see that the number of objects in each set is the same. Invite another child to move the
sets of objects. Repeat often to help the children understand this concept.
After the children have practiced this activity kinesthetically, provide each child with
a copy of Worksheets 11 and 12. Complete the worksheets together, and encourage the
children to point to and count the objects out loud. Invite the children to draw a line to
match the sets that are made up of the same number of objects. Ask the children to color
the matching sets the same color so they have a visual representation.

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WORKSHEETS 13—16: TEACHER’S NOTES
MATCHING NUMBERS AND OBJECTS

WORKSHEET 13: MATCHING OBJECTS AND NUMBERS WORKSHEET 14: MATCHING OBJECTS AND NUMBERS WORKSHEET 15: MATCHING OBJECTS AND NUMBERS WORKSHEET 16: MATCHING OBJECTS AND NUMBERS

1 4 7 3
2 5 8 5
3 6 9 10
Count the classroom objects. Match the classroom objects to the correct number. Count the toys. Match the toys to the correct number. Count the animals. Match the animals to the correct number. Count the fruit. Match the fruit to the correct number.
Point and say: (One) (crayon). Point and say: (Five) (balls). Point and say: (Eight) (birds). Point and say: (Ten) (oranges).

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Key Language Review

·· chair, crayon, table, ball, car, doll, bird, cat, snake, banana, orange, pear, 1–10

Materials
a set of crayons for each child, a large set of numbers from 1 to 3, a small set of numbers
from 1–3 for each child, tape

What to Do
While some children can recite the number sequence accurately, they may have difficulty
understanding number object correspondence when counting a set of objects. Tape the
large set of numbers 1, 2, and 3 to the floor, and give each child a smaller set. Point to each
number and elicit the name. Hold up one crayon and say one. Ask the children to take a
crayon and say one as they do so, so you coordinate saying the number with taking the
crayon. Model placing your crayon on the large 1 and encourage the children to do the
same on their smaller 1. Say one again as you do so. Take two crayons and say one, two
as you select each one. Ask the children to do the same. Model placing the crayons on the
number 2 and encourage the children to do the same with their smaller 2. Say two as you
do so. Repeat the activity with number three.
Provide each child with a copy of Worksheet 13. Ask the children what they think they
have to do. Point to the numbers and elicit the names. Encourage the children to count
the objects at the top of the left-hand column and draw a line to match the picture to the
correct number. Repeat with the other objects. Ask the children to circle the matching
objects and numbers with the same color, so they have a visual representation of the sets
that match. Encourage them to point and say (One) (Crayon). Continue with Worksheets
14–16.

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WORKSHEETS 17—18: TEACHER’S NOTES
PATTERNS

WORKSHEET 17: FOLLOWING PATTERNS WORKSHEET 18: FOLLOWING PATTERNS

Point and say the shapes. Circle the correct shape to complete the pattern. Point and say the items of clothes. Circle the correct item of clothing to complete the pattern.

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Key Language Review

·· boots, pants, shorts, socks, T-shirt, circle, rectangle, square, triangle

Materials
buttons in two different colors, Bebop flashcards of clothes and shapes

What to Do
Use Worksheet 17 after Unit 4 when the children have learned the four shapes – circle,
rectangle, square, and triangle. Before giving the children the worksheet, draw one red
circle, one blue circle, and one red circle on the board to show the children a pattern. Then,
ask the children which color should follow. Repeat with different patterns. Next, give the
children a mix of red and blue buttons (or any other objects that can be used to make
patterns). Draw a pattern on the board and ask the children to copy the pattern you made.
Review the vocabulary for shapes using the Bebop flashcards. Finally, provide each child
with a copy of Worksheet 17, and complete it together as a class. Point and say each shape,
so the children hear the pattern as well as see it. Ask the children to repeat. Encourage
them to say which shape should come next and to circle the shape at the end of each row
to complete the pattern.
Review the vocabulary for clothes using the Bebop flashcards. Provide each child
with a copy of Worksheet 18 to practice following a pattern. Complete the example
together as a class, and encourage the children to point and say the names of the clothes.
Invite the children to complete the other rows on their own while you help as needed.

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WORKSHEETS 19—20: TEACHER’S NOTES
CLASSIFYING

WORKSHEET 19: CLASSIFYING WORKSHEET 20: CLASSIFYING

Color the clothes yellow. Color the animals green. Color the food red. Color the toys blue.

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Key Language Review

·· bird, snake, raincoat, shorts, socks, ball, doll, teddy bear, carrot, grapes, blue, green, red, yellow

Materials
blue, green, red, and yellow crayons; paper folded in half; Bebop flashcards of animals,
clothes, food, and toys vocabulary; tape

What to Do
Classification supports early numeracy concepts, such as critical thinking. Before handing
out Worksheet 19, provide each child with a sheet of paper to fold in half as well as green
crayons and yellow crayons. Encourage the children to point and say the color of the
crayons. Then ask the children to put all the green crayons on one side of the paper and all
the yellow crayons on the other side of the paper. Point to the green crayons and say These
are green. Ask the children to repeat. Point to the yellow crayons and say These are … and
encourage the children to finish the sentence. Repeat with blue and red crayons.
Put the flashcards of clothes and animals on the floor. Create a dividing line on the
floor with the tape. Ask the children to help you sort all the flashcards of clothes on one
side of the line and all the flashcards of animals on the other side of the line. Point to the
flashcards of clothes and say These are clothes. Ask the children to repeat. Point to the
flashcards of animals and say These are animals. Ask the children to repeat. Provide each
child with a copy of Worksheet 19. Ask the children to point to the clothes and color them
yellow. Then ask them to point to the animals and color them green. Point to the clothes
and say These are … and encourage the children to finish the sentence. Repeat with the
animals.
Ask the children to help you sort the flashcards of toys and food. Point to the toys
and say These are toys. Point to the food and say These are food. Then provide each child
with a copy of Worksheet 20. Encourage the children to classify the food items by coloring
them red. Then ask them to classify the toys by coloring them blue. Point to the toys and
say These are … and encourage the children to finish the sentence. Repeat with the food.

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