Scholastic Instant Practice Packets Numbers - Counting

Instant Practice Packets
Numbers
& Counting
Joan Novelli & Holly Grundon
Instant Practice Packets: Numbers & Counting • © 2011 by Joan Novelli & Holly Grundon • Scholastic Teaching Resources
_Cleared for DU_
Photograph, page 4, copyright © 2011 by Rosemary Novelli Tomas. Used by permission.

“Grab-Bag Math” on page 6 originally appeared in Irresistible 1, 2, 3s: 50 Easy, Fun, Multisensory Activities to Help All
Kids Explore and Learn Numbers by Joan Novelli (Scholastic, 2000). Used by permission of the author.
Scholastic Inc. grants teachers permission to photocopy the reproducible pages in this book for classroom use. No other
part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form
or by any means, electronic, photocopying, recording, or otherwise, without written permission of the publisher.
For information regarding permission, write to Scholastic Inc., 557 Broadway, New York, NY 10012-3999.
Edited by Immacula A. Rhodes

Cover design by Wendy Chan
Interior design by Joan Novelli and Holly Grundon
Interior illustrations by Teresa Anderko, Maxie Chambliss, Rusty Fletcher, and Brian LaRossa
ISBN: 978-0-545-30587-7
Interior design and text copyright © 2011 by Joan Novelli and Holly Grundon.
Illustrations copyright © 2011 by Scholastic Inc.
Published by Scholastic Inc.

All rights reserved.
Printed in the U.S.A.
1 2 3 4 5 6 7 8 9 10 40 18 17 16 15 14 13 12 11
Contents
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Teaching With the Numbers & Counting Packets . . . . 5
Activities to Extend Learning . . . . . . . . . . . . . . . . . . . . 6
Connections to the Standards . . . . . . . . . . . . . . . . . . . 8
References & Resources . . . . . . . . . . . . . . . . . . . . . . . . 8
Number & Counting Packets
Number Page Number Page
1. . . . . . . . . . . . . . . . . . 9 16. . . . . . . . . . . . . . . . 69
2. . . . . . . . . . . . . . . . . 13 17. . . . . . . . . . . . . . . . 73
3. . . . . . . . . . . . . . . . . 17 18. . . . . . . . . . . . . . . . 77
4. . . . . . . . . . . . . . . . . 21 19. . . . . . . . . . . . . . . . 81
5. . . . . . . . . . . . . . . . . 25 20. . . . . . . . . . . . . . . . 85
6. . . . . . . . . . . . . . . . . 29 21. . . . . . . . . . . . . . . . 89
7. . . . . . . . . . . . . . . . . 33 22. . . . . . . . . . . . . . . . 93
8. . . . . . . . . . . . . . . . . 37 23. . . . . . . . . . . . . . . . 97
9. . . . . . . . . . . . . . . . . 41 24. . . . . . . . . . . . . . . 101
10. . . . . . . . . . . . . . . . 45 25. . . . . . . . . . . . . . . 105
11. . . . . . . . . . . . . . . . 49 26 . . . . . . . . . . . . . . . 109
12. . . . . . . . . . . . . . . . 53 27. . . . . . . . . . . . . . . 113
13. . . . . . . . . . . . . . . . 57 28. . . . . . . . . . . . . . . 117
14. . . . . . . . . . . . . . . . 61 29. . . . . . . . . . . . . . . 121
15. . . . . . . . . . . . . . . . 65 30. . . . . . . . . . . . . . . 125
Introduction
It’s my birthday!” says

Ricardo, holding up five fingers to
show how old he is now. Birthdays
are often among a child’s first
experiences with numbers. Young
children cheerfully display fingers
on their hands when someone asks
how old they are, count candles on
cakes, and routinely want to know
“How many more days?” until their
next birthday. Their lives are filled with authentic experiences such as these
Teaching that naturally involve mathematical thinking on a daily basis. Children notice
Tip numbers everywhere and make connections (“Hey! There’s a 5 on that sign,
and I’m five!”). They count all sorts of things (eyes and ears, buttons on a
shirt, peas on a plate), know who has the same, more, or less (“Katrina has
Page 1 of each more crackers than me!”), and understand representation (setting the table
packet features with a napkin and cup for each person). All the while, they’re constructing
number-formation mathematical understandings that will allow them to successfully handle the
more sophisticated skills and concepts to come.
practice. For children
who are left-handed, Number and Operations is “at the core” of a preK–2 math program (NCTM,
consider writing the 2000). Research shows that “specific quantitative and numerical knowledge
target number at the in the years before first grade has been found to be a stronger predictor of
end (right side) of later mathematics achievement than tests of intelligence or memory abilities”
(Krajewski, 2005, as cited in Sarama & Clements, 2009). With reproducible
each practice line to
activity packets that target the numbers 1 though 30, Instant Practice Packets:
provide a model they Numbers & Counting offers instructional support for helping children build
can easily see as they a solid foundation for success with math. In addition to providing practice
practice tracing and with number formation, the activities are designed to promote overall number
writing the number. sense—from counting and recognizing how many are in a set to sequencing
and exploring relationships between numbers. Additional features in each
packet include:
• multisensory activities that reflect research about the way children

learn—for example, the hand-sign component of each packet adds a
kinesthetic connection
• pictures to support connections between numbers and the quantities
they represent
• opportunities to revisit skills and concepts, deepen understanding,
and develop flexible thinking
• kid-friendly layouts that keep interest high
4 Instant Practice Packets: Numbers & Counting • © 2011 by Joan Novelli & Holly Grundon • Scholastic Teaching Resources
Teaching With the
Numbers & Counting Packets
T he packets in this book are organized in order from 1 to 30, but can be
used in any sequence to meet your instructional needs. To prepare the packets Teaching
Tip
for use, photocopy the pages and staple to bind. Introduce the packets by
“walking through” each page with children. Review each activity and model
how to complete it. The packets allow children to work at their own pace, and
taking time in advance to review directions will facilitate their independence.
Instant Practice
Following is an overview of each page.
Packets: Numbers &
Page 1: The first page of each packet introduces the target number and Counting offers effective
provides guided practice for tracing and writing the number. Point out the support for Response
guide arrows to students and model using them to form to Intervention (RTI).
each number correctly. Through a variety of fonts, children 1 2 3
For children with

4 5 6
1
7 8
Name 9 10
Da e:
page 1
also see that there are different styles for writing the same 1 one
Wr te he numb
er 1
deficits or delays in
number, and they take a turn creating a number style all 1 1
their own! (Encourage creativity as children “design” a 1 early mathematical
The number
knowledge, the packets

1 can look
l ke his
new way to write the number.) Children also learn how 1 1 1

S gn t!
1 1
M ke a new
to use hand signs as another way to form numbers. This

1
can help provide the

Y uc nue
and
s apes to make
numbe s
T y ma ing
a 1!
I t tP t P k t N b &C t © 0 1b J
N l &H l G
d
kinesthetic component further reinforces and expands

S h l t T h R
9
systematic practice
children’s understanding of numbers.
Name:
1 2 3
4 5 6
Da e:
7 8 9 10
1
that is recommended
Fun With
page 2
for learning success.

Num bers
Wr te he numb
Page 2: “Fun With Numbers” features five mini-activities

er
1
C rcle each
1
1 3 5 4
6
one 2 1
that reinforce number sense. Children practice writing the A sequential format
8 1 7
9
Count up!
Ci cle he numb
that tells how er
many
target number, then circle it in a “number hunt.” As children 2 3 4 5

2 1 3
helps children build on
complete this activity, remind them to look for the target
Count back!
5 4 3 2
previous understanding
number three times. They work with number sequences by 10
I t P t
of numbers and makes

P t N b &C t © 0 1b J
N l H l G d S h l t T h R
counting up and back, and they count hippos, horses, and

other creatures to identify the number that tells “how many.” Name:
1 2 3
4 5 6
Da e:
7 8 9 10
1
it easy to focus on
page 3
particular areas of need.

Color the penn
es
W i e he numb you need to buy the bear
er
Page 3: “Count Your Pennies” lets children apply their 1¢

¢
knowledge about numbers to real-life situations—in this

Count
and How many
Compare ba loons a
W ite the numb e n each set?
er Fi l in >
< or =
case, counting pennies to make a “purchase.” “Count

and Compare” reinforces number sense, including an I t tP t P k t N b &C t ©2 1 b J
N l &H l G
d S h l t T h R
11
understanding of the relative magnitude of numbers.

1 2 3
4 5 6
1
7 8
Name: 9 10
Da e:
What Do
You Know? page 4
Page 4: “What Do You Know?” offers a self-assessment as What do you

about the numb
Fi l in he
Use wo ds
know
er 1?
or p ctures
children use pictures and words to share what they know 1 Which
Bubble
Time
et has 1?
Fi l in the
o show each
answer
2 Which
about the target number. “Bubble Time” provides practice

et has mo e
than 1?
with multiple-choice style questions, while helping children 3 Which numb

just be ore
er omes
2?
1
4 Which numb
er s mis ing?
2 3 4 5
2
review the target number and, in most cases, numbers

1
4 4
12
I t P
2
t P t N b &C t © 0 1b J
N l
leading up to that number.

H l G d S h l t T h R
Instant Practice Packets: Numbers & Counting • © 2011 by Joan Novelli & Holly Grundon • Scholastic Teaching Resources 5
Activities to Extend Learning
Teaching C hildren will enjoy taking their number and counting experiences further
Tip
with the following activities.
Book Shares
Research shows that Consider the following suggestions, adapted from The New Kindergarten: Teaching
Reading, Writing, and More (Leuenberger, 2003), for using children’s literature to
“supporting literacy
support mathematical thinking.
and language skills
in the first language Act It Out: After sharing children’s books that make connections to math
concepts, engage children in dramatizing story events. Adding this kinesthetic
provides a base for
component offers another way to understand math concepts, while also
successful literacy
reinforcing comprehension skills. Books such as The Doorbell Rang by Pat
development in the Hutchins (Greenwillow, 1986) and Five Little Monkeys Jumping on the Bed by
second language” Eileen Christelow (Clarion, 1989) are perfect choices for reinforcing number
(Snow, Burns, & sense through dramatizations.
Griffin, 1998, as Innovations on a Story: Share Tasha Tudor’s 1 Is One (Simon & Schuster, 1956),
cited by Northwest the Caldecott-Honor classic that counts from 1 to 20 with rhyming text and
Regional Educational charming illustrations (“1 is one duckling swimming in a dish; 2 is two sisters
making a wish…”). Then use the story as a model for creating new rhymes for
Laboratory, 2005). One
numbers—for example, “1 is one cat, curled up on a chair; 2 is two sneakers; that
way to implement that
makes a pair!” Have children illustrate the rhymes to make a class book.
strategy while teaching
Counting by Threes: Fairy tales often have elements or events that come in
with these packets
threes. Share favorite retellings, such as Goldilocks and the Three Bears by Jan
is to give English
Brett (Putnam, 1996) and The True Story of the Three Little Pigs by John Scieszka
Language Learners (Viking, 1989). Stock a math center with child-drawn pictures of important
opportunities to teach characters and events from the stories. Guide children to use the pictures in
others how to say the activities that reinforce math skills, such as one-to-one matching (chairs and
bears) and counting by threes (chairs, bears, pigs, and so on).
names for numbers in
their first language.
Grab-Bag Math
How many plastic worms make a handful? Stock several paper bags with small
objects—for example, plastic bugs in one, toy cars in another, and magnetic
letters in a third. How many fit in a handful? Place the bags at a center for use
with the following suggestions.
• Have two children each take a handful from one bag. Ask: Who
has more? Let children share guesses, then match their objects
one-to-one to find out. Repeat with handfuls from different bags.
Discuss reasons that a handful of one object might amount to
more or less than a handful of another.
• Have children take a handful in both hands from one bag.

How do they think the handfuls compare? Have them line up
Teaching
Tip
the items one-to-one to find out.
• Set up a chart for children to record how many of each object

they fit in a handful. Ask questions to promote mathematical
thinking—for example, “How many children fit 10 toy cars in a The word number
handful? How about 10 plastic spiders?” is often used
interchangeably with
numeral, and for young
Taking Inventory children, differentiating
This activity, adapted from between the two may
Integrating Math Into the Early
create confusion.
Childhood Curriculum (Milstein
& Martin, 2007), encourages the As children grow in
use of math language as children their understanding
“take inventory” of materials of number concepts,
in the classroom and practice they can learn that a
counting, comparing, and more
numeral is a symbol
in the process.
that represents a
1. To make a reusable sorting mat, use brightly colored tape to divide a plain
number or idea—
plastic tablecloth into sections, as shown above. Label index cards with
numbers from 1 to 20 (several cards per number), adjusting the range for example, when
as needed. writing the date as
month/day/year, as
2. Choose items to sort, such as plastic foods and utensils from the dramatic play
center. Place one of each item in a section on the sorting mat to create “labels” with 9/25/2012, the
(or use words, as shown above). numeral 9 represents
September, the ninth
3. Have children take turns placing items on the sorting mat. Along the way,
help them make comparisons—for example, ask: “Are there more spoons or month of the year. To
markers so far?” further develop math
vocabulary, children
4. When the sorting is complete, have children place a number card in each
section to show how many items are in that section. can learn that a digit is
a single numeral—the
5. Place the sorting mat and number cards at a center, and provide bins with
numeral 9 has one
pre-selected collections for children to sort, such as blocks (by shape),
books (by theme or author), and crayons (by color). digit (9), while 25 has
two digits (2 and 5).
Count and Compare
Set up a hands-on version of the
“Count and Compare” activity (page
3 in each packet) to encourage use of
math language and understanding of
<
numerical relations.
1. Group children in pairs. Give each pair a set of “greater than,” “less than,”
and “equal to” cards (write each symbol on an index card) and two bags of
counters (use the same number but different color or type in each bag—for
example, 10 red counters in one bag and 10 blue counters in the other).
2. Have one partner set up a “Count and Compare” problem by using some (or
all) of the counters from one bag to create one set, and some (or all) from the
References other bag to create a second set.
& Resources 3. Have the other child count the objects in each set and place the correct
Leuenberger, C. (2003). The symbol card between the sets to show how they compare. Then partners
new kindergarten: Teaching switch roles and repeat. As a variation, children can do the same thing with
reading, writing, and more. New small objects such as crayons or playing cards.
York: Scholastic.
Milstein, V., & Martin, J.
(2007). Integrating math into the
early childhood curriculum. New
York: Scholastic.
Connections to the Standards
The activities in Instant Practice Packets: Numbers & Counting are aligned with the
National Council of Teachers Number and Operations standard for grades preK–2 as outlined by the National
of Mathematics. (2000).
Council of Teachers of Mathematics (NCTM) in its Principles and Standards for
Principles and standards for
School Mathematics (2000), and support the following expectations:
school mathematics. Reston,
VA: National Council of • count with understanding and recognize “how many” in sets
Teachers of Mathematics.
• develop understanding of the relative position and magnitude of
Northwest Regional whole numbers
Educational Laboratory (2005).
“Focus on effectiveness.” • develop a sense of whole numbers and represent and use them in flexible ways
Retrieved January 10, 2011
• connect number words and numerals to the quantities they represent
from <http://www.netc.org>.
Novelli, J. (2000). Irresistible 1,
The activities also correlate with the math standards recommended by the
2, 3s: 50 easy, fun, multisensory
activities to help all kids explore Common Core State Standards Initiative, a state-led effort to establish a single set
and learn numbers. New York: of clear educational standards aimed at providing students with a high-quality
Scholastic. education. At the time this book went to press, these standards were in the
Sarama, J., & Clements, D. process of being finalized. To learn more, go to www.corestandards.org.
H. (2009). Early childhood
mathematics education research:
Learning trajectories for young
children. Routledge: New York.
1 2 3 4 5 6 7 8 9 10
1
Name: Date: page 1
1 one
Write the number 1.
1 1
1
The number 1 can look like this. Sign It!
1 1 1
Make a new 1.
1
You can use hand
1 shapes to make numbers.

Try making a 1!
1 2 3 4 5 6 7 8 9 10
1
Name: Date: page 2
Fun With Numbers
Write the number. Circle each 1.
1
1 3 5 4
6 2 1
one 8 1 7 9
Count up! Circle the number

that tells how many.
2 3 4 5 2 1 3
Count back!
5 4 3 2
1 2 3 4 5 6 7 8 9 10
1
Name: Date: page 3
Color the pennies you need to buy the bear.

Write the number.
1¢ ¢
Co u n t
and How many balloons are in each set?
Co m p a re Write the number. Fill in >, <, or =.
1 2 3 4 5 6 7 8 9 10
1
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 1?
Fill in the .
Use words or pictures.
B u b b le Fill in the to show each answer.

T im e
1. Which set has 1? 2. Which set has more than 1?
3. Which number comes 4. Which number is missing?

just before 2?
2 3 4 5
1
1
2
4
4
2
1 2 3 4 5 6 7 8 9 10
2
Name: Date: page 1
2 two
Write the number 2.
2 2
2
2 2 2
Make a new 2.
2
You can use hand

Try making a 2!
1 2 3 4 5 6 7 8 9 10
2
Name: Date: page 2
Fun With Numbers
2
5 4 6 2
2 3 1
two 7 9 2 8

1 3 4 5 2 1 3
Count back!
5 4 3 1
1 2 3 4 5 6 7 8 9 10
2
Name: Date: page 3
Color the pennies you need to buy the pencil.

Write the number.
2¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
2
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 2?
Fill in the .

T im e
3. Which number comes 4. Which numbers are missing?

just after 1?
3 4 5
1
4 and 5
2
1 and 2
4
3 and 4
1 2 3 4 5 6 7 8 9 10
3
Name: Date: page 1
3 three
Write the number 3.
3 3
3
3 3 3
Make a new 3.
3
You can use hand

Try making a 3!
1 2 3 4 5 6 7 8 9 10
3
Name: Date: page 2
Fun With Numbers
3
7 3 6 5
4 3 1
three 3 2 8 9

1 2 4 5 1 2 3
Count back!
5 4 2 1
1 2 3 4 5 6 7 8 9 10
3
Name: Date: page 3
Color the pennies you need to buy the baseball.

Write the number.
3¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
3
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 3?
Fill in the .

T im e

just before 3?
1 4 5
1
1 and 4
3
2 and 3
2
4 and 5
1 2 3 4 5 6 7 8 9 10
4
Name: Date: page 1
4 four
Write the number 4.
4 4
4
4 4 4
Make a new 4.
4
You can use hand

Try making a 4!
1 2 3 4 5 6 7 8 9 10
4
Name: Date: page 2
Fun With Numbers
4
1 4 3 5
7 2 4
four 4 8 9 6

1 2 3 5 2 4 1
Count back!
5 3 2 1
1 2 3 4 5 6 7 8 9 10
4
Name: Date: page 3
Color the pennies you need to buy the bell.

Write the number.
4¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
4
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 4?
Fill in the .

T im e

just before 4?
1 3 5
2
1 and 3
3
3 and 5
1
2 and 4
1 2 3 4 5 6 7 8 9 10
5
Name: Date: page 1
five
Write the number 5.
5 5 5
Make a new 5.
5
You can use hand

Try making a 5!
1 2 3 4 5 6 7 8 9 10
5
Name: Date: page 2
Fun With Numbers
5
1 2 5 3
5 4 6
five 7 8 9 5

1 2 3 4 1 3 5
Count back!
4 3 2 1
1 2 3 4 5 6 7 8 9 10
5
Name: Date: page 3
Color the pennies you need to buy the yo-yo.

Write the number.
5¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
5
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 5?
Fill in the .

T im e

just before 5?
1 2 4
1
1 and 4
3
2 and 5
4
3 and 5
1 2 3 4 5 6 7 8 9 10
6
Name: Date: page 1
6 six
Write the number 6.
6 6
6
6 6 6
Make a new 6.
6
You can use hand

Try making a 6!
1 2 3 4 5 6 7 8 9 10
6
Name: Date: page 2
Fun With Numbers
6
2 3 6 5
6 4 7
six 1 8 10 6

2 3 4 5 4 6 2
Count back!
5 4 3 2
1 2 3 4 5 6 7 8 9 10
6
Name: Date: page 3
Color the pennies you need to buy the eraser.

Write the number.
6¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
6
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 6?
Fill in the .

T im e

just before 6?
2 3 6
1
1 and 2
3
4 and 5
5
3 and 6
1 2 3 4 5 6 7 8 9 10
7
Name: Date: page 1
7 seven
Write the number 7.
7 7
7
7 7 7
Make a new 7.
7
You can use hand

Try making a 7!
1 2 3 4 5 6 7 8 9 10
7
Name: Date: page 2
Fun With Numbers
7
8 9 3 7
7 2 4
seven 6 1 7 5

3 4 5 6 7 5 1
Count back!
6 5 4 3
1 2 3 4 5 6 7 8 9 10
7
Name: Date: page 3
Color the pennies you need to buy the cap.

Write the number.
7¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
7
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 7?
Fill in the .

T im e

just before 7?
3 6 7
4
4 and 5
6
1 and 2
2
3 and 6
1 2 3 4 5 6 7 8 9 10
8
Name: Date: page 1
8 eight
Write the number 8.
8 8
8
8 8 8
Make a new 8.
8
You can use hand

Try making an 8!
1 2 3 4 5 6 7 8 9 10
8
Name: Date: page 2
Fun With Numbers
8
8 1 3 5
4 8 2
eight 6 9 7 8

4 5 6 7 6 7 8
Count back!
7 6 5 4
1 2 3 4 5 6 7 8 9 10
8
Name: Date: page 3
Color the pennies you need to buy the crayon.

Write the number.
8¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
8
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 8?
Fill in the .

T im e

just before 8?
4 5 7
1
1 and 2
7
6 and 8
3
2 and 3
1 2 3 4 5 6 7 8 9 10
9
Name: Date: page 1
9 nine
Write the number 9.
9 9
9
9 9 9
Make a new 9.
9
You can use hand

Try making a 9!
1 2 3 4 5 6 7 8 9 10
9
Name: Date: page 2
Fun With Numbers
9
6 2 5 9
4 9 7
nine 1 8 9 3

5 6 7 8 9 3 8
Count back!
8 7 6 5
1 2 3 4 5 6 7 8 9 10
9
Name: Date: page 3
Color the pennies you need to buy the drum.

Write the number.
9¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
9
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 9?
Fill in the .

T im e

just before 9?
7 8 9
8
5 and 6
3
2 and 3
1
1 and 4
1 2 3 4 5 6 7 8 9 10
10
Name: Date: page 1
10 ten
Write the number 10.
10 10
10
10 10 10 Shake your
thumb back
and forth.
Make a new 10.
10
You can use hand

Try making a 10!
1 2 3 4 5 6 7 8 9 10
10
Name: Date: page 2
Fun With Numbers
10
7 10 8 3
5 9 10
ten 10 4 6 2

6 7 8 9 5 10 1
Count back!
9 8 7 6
1 2 3 4 5 6 7 8 9 10
10
Name: Date: page 3
Color the pennies you need to buy the tape.

Write the number.
10¢ ¢
Co u n t
1 2 3 4 5 6 7 8 9 10
10
Name: Date: page 4
What Do
?
You Know
What do you know

about the number 10?
Fill in the .

T im e
1. How many ? 2. Which numbers are missing?
6 7 8
7 3 and 4
5 9 and 10
10 1 and 2
3. Which number comes 4. Which number is largest?

just before 10?
3 8
7 10
9 1
11 12 13 14 15 16 17 18 19 20
11
Name: Date: page 1
11 eleven
11 11
11
11 11 11 Snap your
index finger up.
Make a new 11.
11 11 You can use hand

shapes to make numbers.
Try making an 11!
11 12 13 14 15 16 17 18 19 20
11
Name: Date: page 2
Fun With Numbers
11 6 2
11
5
7 9 11
eleven 4 8 11 10

8 9 10 12
9 5 11
Count back!
12 10 9 8
11 12 13 14 15 16 17 18 19 20
11
Name: Date: page 3
Color the pennies you need to buy the dinosaur.

Write the number.
11¢ ¢
Co u n t
and How many balls are in each set?
11 12 13 14 15 16 17 18 19 20
11
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
7 8 11
10 3 and 4
7 5 and 6
11 9 and 10

just before 11?
7 2
10 9
3 3
11 12 13 14 15 16 17 18 19 20
12
Name: Date: page 1
12 twelve
12 12
12
12 12 12
you Snap your index
fing up. finger and middle
finger up.
Make a new 12.

Try making a 12!
t ce • Scholastic Teaching Resources

Instant Practice Packets: Numbers & Counting • © 2011 by Joan Novelli & Holly Grundon 53
11 12 13 14 15 16 17 18 19 20
12
Name: Date: page 2
Fun With Numbers
12 10 9
12
3
12 5 6
twelve 11 7 12 8

8 9 10 11
12 7 8
Count back!
15 14 13 11
11 12 13 14 15 16 17 18 19 20
12
Name: Date: page 3
Color the pennies you need to buy the truck.

Write the number.
12¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
12
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
8 10 11
12 2 and 5
10 9 and 12
8 3 and 7

just before 12?
11 7
9 5
3 11
11 12 13 14 15 16 17 18 19 20
13
Name: Date: page 1
13 thirteen
13 13
13
13 13 Sn
d
13de
idd e
Wiggle
fingers
twice.
Make a new 13.

Try making a 13!
tw ce • © 2011 by Joan Novelli & Holly Grundon • Scholastic Teaching Resources

Instant Practice Packets: Numbers & Counting 57
11 12 13 14 15 16 17 18 19 20
13
Name: Date: page 2
Fun With Numbers
12 9
13
14 13
11 10 7
thirteen 13 5 1 13

9 10 11 12
3 10 13
Count back!
15 14 12 11
11 12 13 14 15 16 17 18 19 20
13
Name: Date: page 3
Color the pennies you need to buy the car.

Write the number.
13¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
13
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
11 12 13
12 9 and 10
13 5 and 6
7 2 and 4

just before 13?
9 11
10 8
12 2
11 12 13 14 15 16 17 18 19 20
14
Name: Date: page 1
14 fourteen
14 14
14
14 14 14
Wig
ing rs
wic
Wiggle
fingers
twice.
Make a new 14.

Try making a 14!
twice
11 12 13 14 15 16 17 18 19 20
14
Name: Date: page 2
Fun With Numbers
14 11 5 10
14 13 4 6
fourteen 14 7 14 12

11 12 13 15
12 14 6
Count back!
17 16 15 13
11 12 13 14 15 16 17 18 19 20
14
Name: Date: page 3
Color the pennies you need to buy the crayons.

Write the number.
14¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
14
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
10 13 14
10 8 and 9
14 2 and 3
9 11 and 12

just before 14?
11 12
13 6
10 11
11 12 13 14 15 16 17 18 19 20
15
Name: Date: page 1
15 fifteen
1 1
1
15 15 15
Wiggle
fingers
twice.
Make a new 15.

Try making a 15!
11 12 13 14 15 16 17 18 19 20
15
Name: Date: page 2
Fun With Numbers
15 13
15
6 11
5 9 15
fifteen 10 15 14 2

13 14 16 17
15 5 11
Count back!
14 13 12 11
11 12 13 14 15 16 17 18 19 20
15
Name: Date: page 3
Color the pennies you need to buy the flag.

Write the number.
15¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
15
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
11 12 14
10 5 and 6
15 8 and 9
5 13 and 15

just before 15?
14 7
10 13
7 10
11 12 13 14 15 16 17 18 19 20
16
Name: Date: page 1
16 sixteen
16 16
16
16 16 W gl
fing rs 16
Make a new 16.

Try making a 16!
11 12 13 14 15 16 17 18 19 20
16
Name: Date: page 2
Fun With Numbers
9 7
16
16 10
8 14 16
sixteen 12 6 16 15

12 13 14 15
16 8 11
Count back!
15 14 13 12
11 12 13 14 15 16 17 18 19 20
16
Name: Date: page 3
Color the pennies you need to buy the flute.

Write the number.
16¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
16
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
12 13 16
15 14 and 15
2 9 and 10
16 7 and 8

just before 16?
11 14
15 4
3 11
11 12 13 14 15 16 17 18 19 20
17
Name: Date: page 1
17 seventeen
17 17
17
17 17 17
Make a new 17.

Try making a 17!
11 12 13 14 15 16 17 18 19 20
17
Name: Date: page 2
Fun With Numbers
10 9
17
17 11
8 17 16
seventeen 15 13 12 17

14 15 16 18
5 13 17
Count back!
20 19 18 16
11 12 13 14 15 16 17 18 19 20
17
Name: Date: page 3
Color the pennies you need to buy the rocket.

Write the number.
17¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
17
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
13 14 15
17 9 and 10
14 16 and 17
8 4 and 11

just before 17?
4 15
12 9
16 14
11 12 13 14 15 16 17 18 19 20
18
Name: Date: page 1
18 eighteen
18 18
18
18 18 18
Make a new 18.

Try making an 18!
11 12 13 14 15 16 17 18 19 20
18
Name: Date: page 2
Fun With Numbers
18 17 15 6
18 10 9 18
eighteen 3 14 18 12

16 17 19 20
12 18 8
Count back!
19 17 16 15
11 12 13 14 15 16 17 18 19 20
18
Name: Date: page 3
Color the pennies you need to buy the book.

Write the number.
18¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
18
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
14 16 17
13 15 and 18
18 3 and 9
7 10 and 12

just before 18?
11 16
15 6
17 13
11 12 13 14 15 16 17 18 19 20
19
Name: Date: page 1
19 nineteen
19 19
19
19 19 19
Make a new 19.

Try making a 19!
11 12 13 14 15 16 17 18 19 20
19
Name: Date: page 2
Fun With Numbers
15 18 19 17
19 19 14 19
nineteen 13 12 11 10

16 17 18 20
9 11 19
Count back!
20 18 17 16
11 12 13 14 15 16 17 18 19 20
19
Name: Date: page 3
Color the pennies you need to buy the sunglasses.

Write the number.
19¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
19
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
15 17 19
19 2 and 8
2 16 and 18
11 12 and 13

just before 19?
18 7
14 5
16 15
11 12 13 14 15 16 17 18 19 20
20
Name: Date: page 1
20 twenty

Snap y r ind x
d
20 20
20 g
tw ce.
20 20 20
Pinch your
thumb and
index finger
together twice.
Make a new 20.

Try making a 20!
11 12 13 14 15 16 17 18 19 20
20
Name: Date: page 2
Fun With Numbers
20 18 19 20 17
12 20 13
twenty 16 14 15 20

16 17 18 19
20 10 5
Count back!
19 18 17 16
11 12 13 14 15 16 17 18 19 20
20
Name: Date: page 3
Color the pennies you need to buy the wand.

Write the number.
20¢ ¢
Co u n t
11 12 13 14 15 16 17 18 19 20
20
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
16 17 19
15 13 and 14
10 8 and 9
20 18 and 20

just before 20?
19 14
17 18
11 9
21 22 23 24 25 26 27 28 29 30
21
Name: Date: page 1
21 twenty-one
21 21
21
21 21 21
Make a new 21.
21
You can use hand
21 shapes
n o t e
ton make numbers.
Try making a 21!
ht
21 22 23 24 25 26 27 28 29 30
21
Name: Date: page 2
Fun With Numbers
10 21
21
2 18
21 16 7
twenty-one 9 12 20 21

18 19 20 22 10 21 2
Count back!
22 20 19 18
21 22 23 24 25 26 27 28 29 30
21
Name: Date: page 3
Color the pennies you

need to buy the crown.
Write the number. 21¢
Co u n t
and How many crayons are in each set?
21 22 23 24 25 26 27 28 29 30
21
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
17 18 20
20 9 and 11
5 13 and 16
21 19 and 21

just before 21?
20 14
9 19
17 4
21 22 23 24 25 26 27 28 29 30
22
Name: Date: page 1
22 twenty-two
22 22
22
22 22 22
Sign two, then swing
it to the right.
Make a new 22.
22
You can use hand

Try making a 22!
21 22 23 24 25 26 27 28 29 30
22
Name: Date: page 2
Fun With Numbers
16 22 19
22
3
11 15 1
twenty-two 22 20 8 22

20 21 23 24 22 12 6
Count back!
24 23 21 20
21 22 23 24 25 26 27 28 29 30
22
Name: Date: page 3

need to buy the train.
Co u n t
21 22 23 24 25 26 27 28 29 30
22
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
18 21 22
22 9 and 10
5 19 and 20
12 15 and 17

just before 22?
21 19
8 10
18 20
21 22 23 24 25 26 27 28 29 30
23
Name: Date: page 1
23 twenty-three
23 23
23
23 23 23
Make a new 23.
23
You can use hand

Try making a 23!
21 22 23 24 25 26 27 28 29 30
23
Name: Date: page 2
Fun With Numbers
13 1 23 5
23 23 4 9
twenty-three 17 21 23 6

19 20 21 22 13 23 20
Count back!
24 22 21 20
21 22 23 24 25 26 27 28 29 30
23
Name: Date: page 3

need to buy the whistle.
Co u n t
21 22 23 24 25 26 27 28 29 30
23
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
19 20 23
20 21 and 22
23 11 and 13
7 6 and 7

just before 23?
6 21
17 1
22 13
21 22 23 24 25 26 27 28 29 30
24
Name: Date: page 1
24 twenty-four
24 24
24
24 24 24
Make a new 24.
24
You can use hand

Try making a 24!
21 22 23 24 25 26 27 28 29 30
24
Name: Date: page 2
Fun With Numbers
4 13 24 20
24 24 7 12
twenty-four 22 10 5 24

21 22 23 25 9 14 24
Count back!
26 25 23 22
21 22 23 24 25 26 27 28 29 30
24
Name: Date: page 3

need to buy the doll.
Co u n t
21 22 23 24 25 26 27 28 29 30
24
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
20 22 24
24 10 and 12
21 21 and 23
11 4 and 5

just before 24?
9 20
20 22
23 8
21 22 23 24 25 26 27 28 29 30
25
Name: Date: page 1
25 twenty-five
2 2
2
25 25 25
Make a new 25.
25
You can use hand

Try making a 25!
21 22 23 24 25 26 27 28 29 30
25
Name: Date: page 2
Fun With Numbers
24 25 10 8
25 12 17 25
twenty-five 25 19 5 21

23 24 26 27 15 25 5
Count back!
24 23 22 21
21 22 23 24 25 26 27 28 29 30
25
Name: Date: page 3

need to buy the paint set.
Co u n t
21 22 23 24 25 26 27 28 29 30
25
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
21 22 24
20 23 and 25
11 10 and 12
25 19 and 20

just before 25?
16 23
24 7
21 12
21 22 23 24 25 26 27 28 29 30
26
Name: Date: page 1
26 twenty-six
26 26
26
26 26 26
Make a new 26.
26
You can use hand

Try making a 26!
21 22 23 24 25 26 27 28 29 30
26
Name: Date: page 2
Fun With Numbers
12 26 4
26
6
9 8 16
twenty-six 23 26 17 26

22 23 24 25 26 16 20
Count back!
27 25 24 23
21 22 23 24 25 26 27 28 29 30
26
Name: Date: page 3

need to buy the robot.
Co u n t
21 22 23 24 25 26 27 28 29 30
26
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
22 23 24
15 19 and 20
26 12 and 13
6 25 and 26

just before 26?
25 18
21 7
12 24
21 22 23 24 25 26 27 28 29 30
27
Name: Date: page 1
27 twenty-seven
27 27
27
27 27 27
Make a new 27.
27
You can use hand

Try making a 27!
21 22 23 24 25 26 27 28 29 30
27
Name: Date: page 2
Fun With Numbers
17 27 20 9
27 10 25 27
twenty-seven 27 15 6 7

25 26 28 29 7 27 21
Count back!
30 29 28 26
21 22 23 24 25 26 27 28 29 30
27
Name: Date: page 3

need to buy the top.
Co u n t
21 22 23 24 25 26 27 28 29 30
27
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
23 25 27
10 12 and 14
20 8 and 9
27 24 and 26

just before 27?
20 25
26 5
19 21
21 22 23 24 25 26 27 28 29 30
28
Name: Date: page 1
28 twenty-eight
2 8 28
28
The number 28 can look
Sig
tt
like this.
o th sw g
i Sign It!
28 28 28
Make a new 28.
28
You can use hand

Try making a 28!
21 22 23 24 25 26 27 28 29 30
28
Name: Date: page 2
Fun With Numbers
8 14 28
28
1
28 9 22
twenty-eight 18 28 3 27

25 26 27 29 8 28 12
Count back!
30 29 27 26
21 22 23 24 25 26 27 28 29 30
28
Name: Date: page 3

need to buy the ball.
Co u n t
21 22 23 24 25 26 27 28 29 30
28
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
24 26 28
15 25 and 27
28 14 and 15
4 5 and 6

just before 28?
16 26
25 16
27 3
21 22 23 24 25 26 27 28 29 30
29
Name: Date: page 1
29 twenty-nine
29 29
29
29 29 29
Make a new 29.
29
You can use hand

Try making a 29!
21 22 23 24 25 26 27 28 29 30
29
Name: Date: page 2
Fun With Numbers

18 3
29 29 4
7 29 25
twenty-nine 20 19 15 29

26 27 28 30 29 2 19
Count back!
30 28 27 26
21 22 23 24 25 26 27 28 29 30
29
Name: Date: page 3

need to buy the kite.
Co u n t
21 22 23 24 25 26 27 28 29 30
29
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
25 27 29
29 6 and 8
4 26 and 28
11 21 and 23

just before 29?
13 9
28 12
24 27
21 22 23 24 25 26 27 28 29 30
30
Name: Date: page 1
30 thirty
30 30
gn wing
h .
30
30 30 30
Make a new 30.
30
You can use hand

Try making a 30!
21 22 23 24 25 26 27 28 29 30
30
Name: Date: page 2
Fun With Numbers
2 27 3 30
30 30 20 10
thirty 13 1 30 29

26 27 28 29 10 20 30
Count back!
29 28 27 26
21 22 23 24 25 26 27 28 29 30
30
Name: Date: page 3

need to buy the glove.
Co u n t
21 22 23 24 25 26 27 28 29 30
30
Name: Date: page 4
What Do
?
You Know
What do you know

Fill in the .

T im e
26 28 29
20 27 and 30
10 15 and 18
30 8 and 9

just before 30?
25 6
29 28
11 14

Scholastic Instant Practice Packets Numbers - Counting

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Instant Practice Packets

Photograph, page 4, copyright © 2011 by Rosemary Novelli Tomas. Used by permission.

Edited by Immacula A. Rhodes

Published by Scholastic Inc.

Number & Counting Packets

Number Page Number Page

It’s my birthday!” says

• multisensory activities that reflect research about the way children

For children with

knowledge, the packets

new way to write the number.) Children also learn how 1 1 1

to use hand signs as another way to form numbers. This

can help provide the

kinesthetic component further reinforces and expands

for learning success.

Page 2: “Fun With Numbers” features five mini-activities

target number, then circle it in a “number hunt.” As children 2 3 4 5

of numbers and makes

counting up and back, and they count hippos, horses, and

particular areas of need.

Page 3: “Count Your Pennies” lets children apply their 1¢

knowledge about numbers to real-life situations—in this

case, counting pennies to make a “purchase.” “Count

understanding of the relative magnitude of numbers.

Page 4: “What Do You Know?” offers a self-assessment as What do you

about the target number. “Bubble Time” provides practice

with multiple-choice style questions, while helping children 3 Which numb

review the target number and, in most cases, numbers

leading up to that number.

• Have children take a handful in both hands from one bag.

• Set up a chart for children to record how many of each object

Write the number 1.

1 shapes to make numbers.

Fun With Numbers

Write the number. Circle each 1.

Count up! Circle the number

Color the pennies you need to buy the bear.

What do you know

B u b b le Fill in the to show each answer.

3. Which number comes 4. Which number is missing?

Write the number 2.

2 shapes to make numbers.

Fun With Numbers

Write the number. Circle each 2.

Count up! Circle the number

Color the pennies you need to buy the pencil.

What do you know

B u b b le Fill in the to show each answer.

3. Which number comes 4. Which numbers are missing?

Write the number 3.

3 shapes to make numbers.

Fun With Numbers

Write the number. Circle each 3.

Count up! Circle the number

Color the pennies you need to buy the baseball.

What do you know

B u b b le Fill in the to show each answer.

3. Which number comes 4. Which numbers are missing?

Write the number 4.

4 shapes to make numbers.

Fun With Numbers

Write the number. Circle each 4.

Count up! Circle the number

3. Which number comes 4. Which number is missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which numbers are missing?

3. Which number comes 4. Which number is largest?

3. Which number comes 4. Which number is largest?