Ask the student to take one of the “10” bars and placing it next to the number 10 card in the middle. Bead strings are ideal for helping to maintain student interaction in the classroom, great for emergent learners during maths lessons.

The use of these is ideal for adhering to curriculum aims and objectives in EYFS years children. It's important that every child has access to sorting and counting materials such as plastic counters, digit cards, dice, number games and bead strings. Most pupils find this an easier way of explaining their thought processes and show their workings out. Point at the second bar of beads and say “this is two.” Have the student count the first bead on that bar as “one” and the second as “two.” Explain that since the two beads are together, the whole bar is “two.” Horizontally in line with the individual units the student made, have the student place the same amount of ’10’ bars going vertically down their new section. In the right-most section, have the student place individual beads representing 1-9 vertically (with one being at the top). Introducing our vibrant 1-20 Lacing Number Beads, a fantastic educational tool designed to make learning numbers a colorful and engaging experience. These brightly colored beads are a valuable resource for teaching children the foundational principles of numeracy and helping them recognize and arrange numbers from 1 to 20.

Explore our most popular collections

When you get to 900, tell the student “the next set would be ten hundred squares, but like the other sections we are going to move to a new place with a bigger tool. Ten hundred squares are called 1000. We need to get a thousand cube and then move to a new place.” Recognising numbers -Split the beads to represent a number, then ask the pupil what number it represents. From the beads below, you could prompt students to count all the green beads, and write down the number it represents.

Large numbers -Using 100 bead strings give children a chance to understand big numbers visually. You can line up several sets of bead strings to go over 100.Explain “we have two rows here, one with 1532 and the other with 3265. We are going to put them together into one row at the bottom. When we put numbers together, it is called addition because we are adding the numbers together. When we add numbers, we always start with the right side first.” As the student places down each amount of hundred squares, tell the student what that number is called. For example, “two hundred squares is called two hundred.” *Pointing at the squares* “This is two hundred.” Long Laces Included: The set includes laces that are 52cm long, making it easy for children to string the beads together independently. The Golden Bead Materials are sets of individual golden beads, bars of ten beads, squares of 100, and cubes of 1000. This strategy is to help the student learn higher numbers and understand places. When you get to 90, tell the student “the next set would be ten ’10’ bars, but like the last section we are going to move to a new place with a bigger tool. Ten ’10’ bars are called 100. We need to get a hundred square and then move to a new place.”

Place the number 1 card on top of the number 10 card in the middle so that the “1” is covering up the “0” and making “11.” Bead strings are brilliant for visualising numbers with a moveable object. You can hide or cover certain parts of a bead string so children find it easier to count each individual bead. Educational Versatility: Measuring 2.5cm square, these beads are not only suitable for counting but also for developing fine motor skills, practicing math concepts, and enhancing sorting and counting abilities. As the student places down each amount of ’10’ bars, tell the student what that number is called. For example, “two ’10’ bars are called twenty.” *Pointing at the bars* “This is twenty.”

Want to save more time

Ask the student to give you a specific bar by placing it in front of you. For example, say “will you please give me five.” Point to the new four digits (4797) and say “this is the number we get when we add *point to 1532 and 3265* these numbers together. When we moved all of the quantities under *point to the line* this line, we were showing that we were adding them together.”