# Magician’s Tricks

#### Counting From 1

Place number cards face down in numerical order. One child points to any card and the other child—the magician—uses their magic counting skills to figure out what number it is without turning the cards over. Then, flip the card over so children can see if they are correct. Place the card face down again. Have children switch roles and repeat.

Primary Objectives

• Counting from 1 to 5, 10, 20 (or somewhere in between)
• Recognizing numerals

How To Use

1. First, introduce the activity to the WHOLE GROUP.
2. Then, engage children in the activity in SMALL GROUPS.
3. Once the children are very familiar with the activity, they can play it independently at CENTER TIME with slight modifications.

If some of your students are already consistently counting up to 10, they might be ready for Counting From Any Number.

Materials

Counting cards
Numeral cards
Think-Pair-Share mediator cards
Magician’s Tricks activity step icon cards
Magician’s hat, cape, or wand (optional)

Teacher Resources

• Introduction to Think-Pair-Share

##### How To Play The Activity

The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps [link]. They’re also a helpful scaffold for children! Find a sample script for teachers to use here here.

Setup 1

Lay the cards face up from 1 to 10 and count how many there are in all.

Setup 2

One by one, turn each card over to the blank side, saying the number word as you turn it.

Step 1

Child 1 points to a card.

Step 2

Child 2, as the magician, counts to figure out what number is on the card.

Step 3

Child 1 turns over the card to see if Child 2 is correct. (If not, try again!)

Step 4

Child 1 flips the card back over to the blank side.

Step 5

Children switch roles and play again.
##### Teacher’s Guide

Instructions for introducing the activity to the Whole Group

 Introduce The Activity We are going to take turns being a magician! Do you know what a magician is? If necessary, say, A magician is a person who does magic tricks! Like a magician, I am going to show you a magic trick we can do with numbers! Allow children to respond. Model The Activity Let’s count the cards together. Lay the counting cards or numeral cards face up in order from 1 to 10. Say the numbers 1 through 10 aloud while pointing to each card.   Adjust The Challenge To make the math easier, for children still learning the names of numerals or what quantity each numeral refers to, use the counting cards, which have numerals and dots. To make the math and executive function (EF) easier, use fewer cards (for example, only 1 to 3 or 1 to 5). To make the math harder, for children still learning the names of numerals or what quantity each numeral refers to, use the numeral cards, which have numerals only. To make the math harder, during set-up only and before beginning the game, scramble and lay the cards out of order. Ask students to organize the cards in the correct order from 1 to 10. To make the math harder, say the numbers backward from 10 to 1 aloud while pointing to each card. To make the math and EF harder, use more cards (for example, up to 10 or 20). Now we turn them over so we can’t see the numbers. Keeping the cards in the same order, say each number as you flip the card over. I’ll be the magician first. If using the optional magician’s hat, cape, or wand, introduce those here. Watch my trick. I will tell you what number is on any card without even seeing the number. Choose a student volunteer: Please point to any card. [Quietly, but loud enough for children to hear] 1, 2, 3, 4, 5. [Then, louder to children] Abracadabra! The number is [number]! Make a show of counting the cards, starting from 1, while pointing to each card, until reaching the card that the student pointed to. Dramatically announce what number will be on the card. Let’s turn the card over to check if my magic worked. Turn over the card to check. My magic trick worked! Celebrate the magic! Then turn the card back over. Now, I’m going to point to a new card and you will Think-Pair-Share with your partner to use your magic and figure out the number. Point to a card and give all the children time to Think-Pair-Share the number they think is on the card and why. To adjust The challenge To make the math easier, if children don’t correctly identify the facedown card, turn the card over and say the number word aloud together. Then turn it back over to play. To make the EF easier, use the Think-Pair-Share mediator cards and the Think-Pair-Share introduction to remember the steps of the Think-Pair-Share process. To make the EF harder, omit the Think-Pair-Share mediator cards and the Think-Pair-Share introduction so students have to remember the steps themselves. Good thinking! You figured it out! If needed, repeat until students understand the steps of the activity.

Here’s some Summary text!

Explore The Executive Function And Math Skills In This Activity

Executive Function Skills
• Scaffolding: Building EF skills one step at a time
• Number, inhibitory control, and sustained attention skills at a glance
• Think-Pair-Share: One way to practice math and EF
Math Learning Trajectories
• Comparing number level
• Counting levels
##### What to do next

On another day, do this activity in Small Group. Are some students ready for more challenge? Try the adaptations provided for Whole Group. Want even more challenge? For children who are confidently counting to 10, introduce the Counting from Any Number version.

If most of your students are already consistently counting up to 10, you may want to instead preview the version of the activity Counting from Any Number.

Materials

• Counting cards
• Numeral cards
• Magician’s Tricks activity step icon cards
• Magician’s Tricks role cards
• Think-Pair-Share mediator cards
• Magician’s hat, cape, or wand (optional)

Teacher Resources

Introduction to Think-Pair-Share handout

##### Steps Of the Activity

For small groups, we suggest four children arranged in pairs of two play the game with a teacher present to provide guidance.

The activity step icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps [link]. They’re also a helpful scaffold for children! Find a sample script for teachers to use here here

Setup 1

Lay the cards face up from 1 to 10 and count how many there are in all.

Setup 2

One by one, turn each card over to the blank side, saying the number word as you turn it.

Step 1

Child 1 points to a card.

Step 2

Child 2, as the magician, counts to figure out what number is on the card.

Step 3

Child 1 turns over the card to see if Child 2 is correct. (If not, try again!)

Step 4

Child 1 flips the card back over to the blank side.

Step 5

Children switch roles and play again.
##### Teacher’s Guide

Instructions for introducing the activity to Small Groups and preparing to play in pairs of two

##### What to do next

Do some students need more support or more challenge? Try the adaptations provided for small groups [LINK]. Continue working in Small Groups with teacher support until students can comfortably play with minimal teacher guidance. Then have students practice the activity independently in Center Time. For children who confidently count to 10, introduce the Counting From Any Number.

Did some of your students play Counting From Any Number in a Small Group? If so, they should also play that version during Center Time.

Materials

• Counting cards
• Numeral cards
• Magician’s Tricks activity step icon cards
• Magician’s Tricks role cards
• Magician’s hat, cape, or wand (optional)

Teacher Resources

##### Steps Of The Activity

The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children!

Find a sample script for teachers to use here.

Setup 1

Lay the cards face up from 1 to 10 and count how many there are in all.

Setup 2

One by one, turn each card over to the blank side, saying the number word as you turn it.

Step 1

Child 1 points to a card.

Step 2

Child 2, as the magician, counts to figure out what number is on the card.

Step 3

Child 1 turns over the card to see if Child 2 is correct. (If not, try again!)

Step 4

Child 1 flips the card back over to the blank side.

Step 5

Children switch roles and play again.
##### Instructions

Instructions for introducing the activity to the Center Time

 Review The Activity Today, the Magician’s Tricks game we’ve been playing together will be at [name] Center! Tell students that the activity will be in Centers to play on their own. We recommend playing the activity in Small Groups at least once before introducing it in Centers. Adjust The Challenge To make the math easier, for children still learning the names of numerals or what quantity each numeral refers to, use the counting cards, which have numerals and dots. To make the math and executive function (EF) easier, use fewer cards (for example, 1 to 3 or 1 to 5). To make the math and EF easier, if students need help remembering to start counting from the left, draw an arrow pointing to the right on the first card in the sequence. To make the math harder, for children still learning the names of numerals or what quantity each numeral refers to, use the numeral cards, which have numerals only. To make the math and EF harder, use more cards (for example, up to 10 or 20). You will have picture cards to help you remember how to play and to remind you whether you are the magician or the pointer. Display the activity step icon cards and the role cards. Time To Play! Let’s remind ourselves how to play the game! Adjust The Challenge To make the EF easier, review how to play using the activity step icon cards and the role cards. To make the EF harder, omit the activity step icon cards and the role cards.
##### What to do next

Keep playing this activity in Centers throughout the year. Students who played the Counting from 1 version may switch to the Counting from Any Number version once they’ve been introduced to it in Small Group and can count to 10 independently. Do some students need more support or more challenge? Try the adaptations provided for {{next_tab}}.