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INTERVENTION STRATEGY:

The Number Game

Brief Description: This intervention strategy targets the specific skill of number

identification. While counting and one-to- one correspondence are also included in this

strategy, these are prerequisite skills that could better be taught through the other number

sense activities such as Kinesthetic Activities to Increase Counting Skills or Activities to

Increase Pre-Number Skills. This intervention is adapted from the work of Whyte and

Bull (2008). They used this strategy successfully to increase the number identification

skills of preschool-aged children.

Materials Needed: Two printable board games are included in the tools section. These

should be printed in color on legal size paper. In addition, a spinner or die is necessary. A

spinner is also available to be printed on card stock and laminated as well. Each child

will need a game pawn (any manipulative will do) to move along the board.

Implementation: These strategies may be implemented individually or in small groups

by a teacher, paraprofessional or adult volunteer or played by a group of peers with adult

assistance as needed for number identification.

1. The teacher explains the rules of the number game.

2. The children take turns spinning the spinner and moving along the board.

3. They are required to say the name of the number as they land on each one.

4. If the child doesn’t know the number, they can ask a friend for help or the teacher

may provide the number.

5. If they land on the yellow square they must follow the yellow arrow either ahead

or back as the case may be.

6. If the group finishes the number game before the intervention period is over, they

may play again.

Intervention Schedule: The number game should be played for 15-20 minutes at least

two times per week. It is best implemented alternating with other number sense activities

to occur on the opposite days. Progress monitoring should focus on number identification.

Variation: Other game boards may be constructed for numbers up to 100.

Reference:

Whyte, J.C. & Bull, R. (2008). Number games, magnitude representation and basic

number skills in preschoolers. Developmental Psychology, 44, 588-596.

*Intervention information compiled by the National Association of School

Psychologists.