Flash-tabsAuthor(s): ELIZABETH INGRAHAMSource: The Arithmetic Teacher, Vol. 12, No. 4 (APRIL 1965), pp. 289-290Published by: National Council of Teachers of MathematicsStable URL: http://www.jstor.org/stable/41187065 .

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Figure 3

At the end of the three- or four-week period David will want to show his line graph to the class and report his findings.

These reading surveys and charts make an interesting and colorful library display for other children to observe. The librarian may find them useful for National Library Week.

Editor's Note: At the time this activity took place Miss McClenathan was a teacher of fourth grade in Arlington County, Virginia. She is now with the Montgomery County Schools, Rock- ville, Maryland.

Flash-tabs

ELIZABETH INGRAHAM Ravena-Coeymans-Selkirk Central School, Selkirk, New York

P lash-tabs, a series of posterboard nu- meral cards varying in shape and color, are recommended for use in pre-school, kindergarten, and primary grade activities. They are designed as a manipulative de- vice for individual pupils. They may be used for recognition of numerals, shapes, and colors, and may serve as models in writing the numerals.

Prepare the cards as shown in the illus- tration. Circles are 5 inches in diameter. Squares are 5 inches. Triangles and ob- longs are half of a 5-inch square. Print large numerals on both sides. Each child has his own set of cards which he arranges on his desk as shown. At first the younger children will need help from the teacher in arranging the cards so that the 5-inch squares frame the group of cards.

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□ 0§ AS Activities with flash-tabs

1 Expose a set or group of objects on the chalkboard or flannelboard. Have chil- dren show the numeral card which identifies the number in the set; the numeral card which represents one more than the number of the set; two more; one less; two less; all the nu- meral cards for numbers larger than the number of the set; all the numeral cards for numbers smaller than the number of the set.

April 1965 289

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2 Display a numeral in the series 1-10. Have children show the numeral card for the number which comes just be- fore the one represented; the one just after.

3 Have children read the numerals on the cards just as they are arranged: Go to the right starting with the red card; with the purple card. Go to the left starting with the blue card; with the green card (also from top row to bottom row and from bottom row to top row). Name the numerals on the squares at the left; at the right; on the triangles; on the oblongs; on the cir- cles.

4 Find the card which is above the yellow one. What color is it? What is the shape? What is the numeral? Find the card which is below the brown one. What shape is it? What color is it? What is the numeral?

5 Think about the numbers for the two circles. What do you know about these numbers? Which is greater? Which is less? How much greater? How much less?

6 Find the numeral cards you would use to show how you count by twos start- ing with 2; starting with 1; starting with 10 and going backwards; starting with 9 and going backwards.

7 Play the game, "I am thinking of a number." One child thinks of a num- ber and whispers it to the teacher. Other children ask questions which can be answered "Yes" or "No" to help them identify the number. For example, if the child is thinking of 3, questions might be:

Is it on a square? (No) Is it on an oblong? (Yes) Is it less than 5? (Yes) Is it on a dark color? (No) It is 3.

8 Choose one numeral card of each shape. Arrange them in a row starting

with the card for the smallest number; the largest number.

9 Make a square with two cards of the same shape. What shape did you use? What are the numerals?

10 Read oral problems to the children and have them show the numeral card which represents the answer.

11 Develop open number sentences with the children, such as

2+D = 5; 1+4=D 5-l = D; D+l=4 7- D =5; 2fours = D

6=2+D; 6=Dtwos.

Record the sentences on the chalk- board and have children point to the numeral card for the number which will make each sentence true.

Values of flash-tabs Work with flash-tabs will help promote

good listening habits, develop readiness for more difficult work, foster logical rea- soning and organized thinking, motivate children to learn mathematics and to en- joy it, and begin the development of many concepts which will be useful to them in their future work in mathematics.

Flash-tabs have been found useful in special education classes and with slow learners, as well as with children in regular classrooms. All children seem to delight in having the teacher use the command, "flash," when a card is to be shown.

It is easy for the teacher to see at a glance which children are comprehending with ease and which could be helped in small groups.

Imagination can run riot with number problems that apply to family, home, pets, places, and things. Shapes can become beautiful when the circle is viewed as the sun, the square as a gift box, the oblong as a window to see the world, and the triangle as a Christmas tree.

290 The Arithmetic Teacher

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