Number

INTRODUCTION TEACHER’S NOTES
Welcome to the Bebop Number Work Program. Here you will find worksheets to practice
counting, number sequencing, following and creating a pattern, and addition. The
worksheets do not need to be completed in a particular order although the counting
worksheets can be used sequentially to review the numbers taught in Lesson 3 of each
unit in the Bebop Student’s Book, and 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 3
· Recognize, identify, and write numerals from 1 to 100.

· Count and compare how many children are in class today (the number of boys versus the
number of girls and the number of children in total).
· Count forward to 100 and backward from 100.
· Recognize items (people, objects, actions, or days) that number more than 20. For
example, celebrate the 100th day of school.
· Use the calendar to count forward and backward to specific days or events. For example,
someone’s birthday.
· Use daily calendar activities to introduce units of time (time of day / days of the week /
seasons of the year).
· Order and sequence sets, pictures, and numbers from least to greatest.
· Use appropriate language (more / fewer, bigger / smaller, taller / shorter) to collect,
organize, and compare data.
· Solve joining, separating, grouping, and sharing problems drawn from real-life situations.
· Use counting sticks or straws to group and bundle quantities.
· Create, identify, reproduce, and extend patterns using a variety of hands-on
manipulatives (interlocking cubes, pattern blocks, buttons, etc.).
· Create, identify, reproduce, and extend patterns using pictures, diagrams, and different
body actions (clapping, snapping, stomping, patting, etc.).
· Use words to describe the pattern (red, red, blue, red, red, blue or a, a, b, a, a, b).
· Look for patterns on the 100 numbers chart.
· Identify patterns in the environment or surroundings.
· Recognize, identify, and create basic shapes (square, circle, triangle, rectangle, oval,
diamond).
· Go on a Shape Walk to identify basic shapes in the environment or surroundings (tires
are circles, the door is a rectangle, etc.).
· Introduce tangram shapes and geometric puzzles.
This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014
WORKSHEETS 1—10: TEACHER’S NOTES
SEQUENCING NUMBERS
WORKSHEET 1: SEQUENCING NUMBERS WORKSHEET 2: SEQUENCING NUMBERS WORKSHEET 3: SEQUENCING NUMBERS WORKSHEET 4: SEQUENCING NUMBERS WORKSHEET 5: SEQUENCING NUMBERS
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50
2 12 21 21 42
4
15 28 28 44
6 17 26 26 49
Point and say the objects. Write the correct number in the objects. Say the sequence. Point and say the shapes. Write the correct number in the shapes. Say the sequence. Point and say the classroom objects. Write the correct number in the objects. Say the sequence. Point and say the toys. Write the correct number in the toys. Say the sequence. Point and say the clothes. Write the correct number in the clothes. Say the sequence.
This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014 This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014 This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014 This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014 This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014
WORKSHEET 6: SEQUENCING NUMBERS WORKSHEET 7: SEQUENCING NUMBERS WORKSHEET 8: SEQUENCING NUMBERS WORKSHEET 9: SEQUENCING NUMBERS WORKSHEET 10: SEQUENCING NUMBERS
51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100
56 98
65 84
73
92
58
69 76
88
59 70 86 99
77
Point and say the shapes. Write the correct number in the shapes. Say the sequence. Point and say the objects. Write the correct number in the objects. Say the sequence. Point and say the animals. Write the correct number in the animals. Say the sequence. Point and say the food. Write the correct number in the food. Say the sequence. Point and say the forms of transportation. Write the correct number in the forms of
transportation. Say the sequence.
Key Language Review

· apple, backpack, ball, balloon, boat, book, car, chick, elephant, hamburger, helicopter, hot
dog, ice cream, marker, plane, rhino, swimsuit, swim trunks, table, teddy bear, T-shirt, toy
box, train, TV, circle, diamond, oval, square, star, triangle, 1–100
Materials
Bebop flashcards, 100 chart (optional)
What to Do
Use Worksheets 1–10 to review numbers 1–100 and for students to practice putting numbers
in the correct order. Before using each worksheet, ask the children to count out loud from
one number to another number (for example, from 12 to 18 or from 3 to 7). Then ask them
to count with a partner. Have each child give their partner a number to start from and
a number to finish with. It would be helpful to have a 100 chart available for each child.
Review the appropriate language using the Bebop flashcards.
Provide each child with a copy of the worksheet and ask the children to point and
say the objects. Then have them describe what they see on the page and what they think
they have to do. Draw the items in the first row on the board. Encourage the children to
tell you which number comes before/after the given number. Explain that they can use the
number line to help if necessary. Have the children say the three numbers in row 1 together.
Then invite the children to complete row 2 and row 3 themselves. Draw the items in these
rows on the board and ask four children to come to the board and each write the correct
number in one of the pictures. Then ask the other children if the answers are correct. Invite
the children to say the three numbers in each row out loud.
FOLLOWING A PATTERN
WORKSHEET 11: FOLLOWING PATTERNS WORKSHEET 12: FOLLOWING PATTERNS WORKSHEET 13: FOLLOWING PATTERNS WORKSHEET 14: FOLLOWING PATTERNS WORKSHEET 15: FOLLOWING PATTERNS
Circle the correct shape to complete the pattern. Say the pattern. Circle the correct animal to complete the pattern. Say the pattern. Draw the correct shape to complete the pattern. Say the pattern. Draw the correct shape to complete the pattern. Say the pattern. Listen to your teacher’s directions to color the shapes. Say the pattern.
WORKSHEET 16: FOLLOWING PATTERNS WORKSHEET 17: FOLLOWING PATTERNS
Listen to your teacher’s directions to color the shapes. Say the pattern. Point and say the objects. Color the objects to create your own pattern. Say the pattern.
This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014 This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014
Key Language Review

· crayon, fish, giraffe, monkey, rabbit, big, small, circle, diamond, oval, rectangle, square,
star, triangle
Materials
buttons in three different colors, Bebop flashcards
What to Do
Before using the worksheets, remind the children about patterns by drawing one red circle,
two blue circles, and one red circle (or any other 1-1-2-1-1 or 2-1-1-2 pattern) on the board.
Ask the children which color should follow. To repeat this with different patterns, give the
children 10 red buttons, 10 blue buttons, and 10 white buttons (or any other material that
could be used for making patterns). Invite the children to copy the pattern that you make
on the board using the buttons, and then ask them to come up with their own patterns.
Worksheets 11 and 12: Review the shapes or animals using the Bebop flashcards. Provide
each child with a copy of Worksheet 11 or Worksheet 12, and ask them to describe what
they see. Draw the first row of objects on the board and say the pattern out loud together.
Ask the children to tell you which object comes next in the pattern. Circle the correct
answer on the board after they say it. Invite the children to say the completed pattern out
loud. Ask them to circle the correct answer in row 2 on their own, and then invite a child to
say the completed pattern.
Worksheets 13 and 14: Review the shapes using the Bebop flashcards. Provide each child
with a copy of Worksheet 13 or Worksheet 14, and ask them to describe what they see.
Draw the first row of shapes on the board and say the pattern out loud together. Ask the
children to tell you which shape comes next in the pattern. Have a child come to the front
and draw it on the board. Invite the children to say the completed pattern out loud. Ask
them to draw the correct shape in row 2 on their own, and then invite a child to say the
completed pattern.
FOLLOWING A PATTERN
WORKSHEET 11: FOLLOWING PATTERNS WORKSHEET 12: FOLLOWING PATTERNS WORKSHEET 13: FOLLOWING PATTERNS WORKSHEET 14: FOLLOWING PATTERNS WORKSHEET 15: FOLLOWING PATTERNS
Circle the correct shape to complete the pattern. Say the pattern. Circle the correct animal to complete the pattern. Say the pattern. Draw the correct shape to complete the pattern. Say the pattern. Draw the correct shape to complete the pattern. Say the pattern. Listen to your teacher’s directions to color the shapes. Say the pattern.
WORKSHEET 16: FOLLOWING PATTERNS WORKSHEET 17: FOLLOWING PATTERNS
Listen to your teacher’s directions to color the shapes. Say the pattern. Point and say the objects. Color the objects to create your own pattern. Say the pattern.
This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014 This page has been downloaded from www.macmillanyounglearners.com/bebop© Macmillan Publishers Limited 2014
What to Do
Worksheets 15 and 16: Review the shapes using the Bebop flashcards. Provide each child
with a copy of Worksheet 15 or Worksheet 16, and ask them to describe what they see.
Invite the children to listen and color the first three shapes according to your instructions.
Then say a pattern using colors. For example, say yellow circle, blue circle, yellow circle
or green oval, green oval, red oval. Ask the children to color the remaining shapes in each
row in the correct colors to continue the pattern. Finally, ask groups of children to say the
patterns out loud.
Worksheet 17: Review crayon and fish using the Bebop flashcards. Provide each child with
a copy of Worksheet 17 after they have practiced patterns and are comfortable with them.
Ask the children to describe what they see. Then ask them to color the objects to create
their own color pattern for each row. Finally, put the children into pairs and give each child
a clean copy of Worksheet 17. Invite one child in each pair to call out their pattern while
the other child listens to their partner’s instructions and colors accordingly. Then ask the
children to change roles.
ADDING TWO QUANTITIES
WORKSHEET 18: ADDING TWO QUANTITIES WORKSHEET 19: ADDING TWO QUANTITIES WORKSHEET 20: ADDING TWO QUANTITIES WORKSHEET 21: ADDING TWO QUANTITIES WORKSHEET 22: ADDING TWO QUANTITIES
+ = + = + = + =
+ =
+ = + = + =
+ =
+ = + = + = + = + =
Count the forms of transportation. Write the correct number below the form of
Count the classroom objects. Write the correct number below the objects. Add the numbers together. Count the clothes. Write the correct number below the clothes. Add the numbers together. Count the animals. Write the correct number below the animals. Add the numbers together. Count the food. Write the correct number below the food. Add the numbers together. transportation. Add the numbers together.
Key Language Review

· bike, boat, coat, giraffe, glue stick, hot dog, ice cream, lion, marker, paintbrush, pizza,
scarf, sweater, tiger, 1–15
Materials
crayons , interlocking cubes (optional)
What to Do
Before using the worksheets, ask the children to find a partner and give a different number
of crayons to each partner. Ask them to count out how many crayons they each have.
Then ask them to combine their own crayons with their partner’s crayons and count again.
Monitor the children and help as necessary.
Provide each child with a copy of a worksheet and ask the children to describe what
they see. Draw the first row on the board. Ask the children to count the objects before the
plus sign (+) and write the number in the box below. Then have them count the objects
after the plus sign (+) and write the number below. Finally, invite them to add the two
quantities together by counting all the objects in the first row. Ask the children to write
the correct number at the end of the row. Then invite them to say (Two) plus (two) equals
four. Ask them to complete row 2 and row 3 on the worksheet on their own, helping as
necessary. Show the children how to use interlocking cubes to represent the two sets of
numbers, and explain that they can use these to help find the sums.

Number

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INTRODUCTION TEACHER’S NOTES

EARLY MATH TIPS FOR LEVEL 3

· Recognize, identify, and write numerals from 1 to 100.

Key Language Review

WORKSHEET 16: FOLLOWING PATTERNS WORKSHEET 17: FOLLOWING PATTERNS

Key Language Review

WORKSHEET 16: FOLLOWING PATTERNS WORKSHEET 17: FOLLOWING PATTERNS

Key Language Review

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