# Learn the number

## See and Learn Numbers

The design of See and Learn Numbers is informed by what is known about how typically developing children learn about numbers and early mathematics, and by our understanding of the development of number skills for children with Down syndrome.

Important foundations for understanding mathematics are established in the preschool years as children explore their physical world and start to learn to count. Young children begin to develop an understanding of shapes, sizes, positions, patterns and quantity in play and daily activities before they learn to count. When children begin to learn to count they can link what they have learned about quantity, size and position to help them understand the number system.

There is evidence that early experience with numbers is fundamental for acquiring more complex maths concepts and skills. For children with learning difficulties, additional early practice may be particularly important for establishing a secure foundation for developing later number and maths skills.

### Learning early number skills

Learning to count and to calculate is a challenge for many children, not just those with identified learning difficulties.

To master early maths skills, children must learn a number of basic procedures and concepts. Researchers have described these developmental steps in increasing detail in recent years[ 1-3 ] and this evidence informs current teaching recommendations in the UK and USA.[ 3-6 ]

These steps include:

• learning number words - learning to say the number word list - a list of words that must be kept in the correct order
• learning numerals - learning to link spoken number words to written numerals
• linking quantities to numbers - learning that number words and numerals represent quantities
• learning to count - using number words in the correct order to count objects
• learning "how many" - that we count to find out how many items we have and that when we count all of the items the last number word we say tells us how many
• learning the cardinal principle - learning to give a smaller quantity from a bigger set
• understanding equivalence - that if we share items evenly into two sets and then count the items in one set, this also tells us how many items are in the second set
• learning ordinality - that each number's position in the counting sequence is fixed and that each next number is one more equal unit
• understanding the uniqueness of numbers - that each number represents a specific quantity
• recognizing the relative sizes of numbers - for example, that 9 is bigger than 5 and that 4 is twice as big as 2
• learning quantity words and concepts and applying them to numbers - understanding the words used for the comparisons of sets - for example, same/different, more/less, bigger/smaller
• adding items using a count all strategy - for example, if calculating 5 + 2, counting out 5 blocks, counting out 2 blocks, and then counting all 7 blocks from 1 - "1, 2, 3, 4, 5, 6, 7"
• adding items using a count on strategy - for example, if calculating 5 + 2, counting out 5 blocks, counting out 2 blocks, and then counting on from 5 - "5, 6, 7"
• learning the inversion principle - that adding is the inverse of subtraction - for example, if you take away 2 and then add 2 back, then you have the same number of items you started with

#### Factors influencing progress

Research suggests that children's experiences of counting and number games at home influences progress. In particular, parents' number talk involving counting sets of objects with their children including sets larger than the child can count alone has been shown to accelerate children's understanding of cardinality.[ 7 ] Progress is also influenced by children's language, phonological awareness (ability to hear sounds in words), working memory, attention and motor skills.[see 8 ]

Intervention studies indicate a number of teaching strategies that help typically developing children learn more effectively, including the following:

• number and color words are learned faster when they are the last word spoken - for example, children learn the new concepts faster if we say "balls, there are two" rather than "there are two balls" and "the ball is red' rather than "it is a red ball"[ 9 ]
• playing a simple board game - a specific game with the numbers 1 to 10 can improve children's understanding of numbers, counting and addition[ 10 ]
• teaching children to count and calculate on their fingers in the preschool years can improve their early adding and subtracting skills in kindergarten[ 11 ]
• systematic daily teaching in small steps with repetition and practice can accelerate progress for children who are finding learning number difficult[ 12 ]
• computer games designed to teach children counting and cardinality can accelerate progress[ 13 ]

Evidence-based recommendations[ 3-6 ] also include:

• teaching counting using identical counters - at first using counters that are all the same size, shape and color
• presenting numbers and objects to be counted in a horizontal line
• teaching counting and cardinality with the numbers 1 to 5 first
• teaching number skills following developmental steps and recording progress - providing developmentally appropriate instruction for learning different skills based on the child's mastery of prerequisite skills, and recording progress to establish when to move on[ 6 ]

#### Number learning for children with Down syndrome

To date, there has been a relatively small amount of research looking at the number learning and maths achievements of children with Down syndrome. [ 14 , 15 ]

Surveys report that many (but not all) people with Down syndrome find counting and calculating difficult and these are the aspects of maths most studied. Many teenagers and adults have not mastered sufficient number skills to be able to work out change when using money or to calculate using numbers up to 100. However, most studies include only small samples with wide age ranges, and provide no information on the teaching provided. It is therefore difficult to draw reliable conclusions about the potential abilities of people with Down syndrome to learn number skills.

Children included in inclusive education tend to progress further than children in segregated education settings, and number learning is often more difficult than reading.[ 15 , 16 ]

There is some evidence to suggest that at the early stages of number development (learning to count and to understand cardinality to the stage of giving a smaller number from a larger set), children with Down syndrome can acquire similar skills to typically developing children at the same non-verbal mental age level. [ 17 ] This longitudinal study also reports that the children with Down syndrome had mastered a shorter number word list than the typically developing children with similar counting and cardinality abilities. Learning the number words in order will be affected by being able to say them and to remember the list - both areas of difficulty for children with Down syndrome.

One study suggests computer-based instruction may be helpful.[ 18 ] Another study suggests that young children with Down syndrome may learn the written symbols for numbers (numerals) before they master reciting the number words, and that we should focus on understanding and using numbers 1 to 5 before moving on.[ 19 ]

There is no research looking in any detail at the next stages of number development. It is therefore not clear why many older children with Down syndrome seem to only acquire quite limited maths abilities. One possibility is that the early teaching they received did not ensure that they understood the basic concepts on which the development of later maths skills depend.

There have been some intervention studies examining the teaching of children with Down syndrome - mostly looking at counting - and these have been recently reviewed.[8] The reviewers conclude that the evidence suggests intervention may improve progress but there is insufficient data to inform precise guidelines beyond suggesting that teaching should take account of the children's profile of strengths and weaknesses.

At the present time, therefore, the evidence available suggests we should teach number skills to children with Down syndrome following an evidence-based developmental progression with adaptations for the particular difficulties that the children usually experience.

### Learning early concepts

The maths curriculum in school includes geometry and measurement. Children learn about size, shape, color, quantity, order and pattern in the early years through play and structured teaching.

##### Attributes

Initially, children learn some basic attributes (characteristics) of objects, animals and people, including:

• size - big, little, tall, short
• shape - circle, square, triangle
• color - red, blue, green, yellow
##### Categories

Children then learn that size, color and shape are category words and that they can classify (sort or group) items based on an attribute such as color, shape or size. They then go on to learn more complex classification - sorting by 2 or more attributes (for example, big red, small red, big blue, small blue items)

##### Sequences and patterns

Young children also learn to make patterns and sequences. For example they learn to thread beads in a red, blue, red, blue, red, blue sequence or a more complicated red, blue, blue, red, blue, blue sequence.

##### Comparisons

Children also learn concepts that are not fixed attributes of an item (such as color) but depend on comparisons between items. There are many important comparative concepts for quantity, size, order and position, including:

• quantity - same, more, less
• size - big, bigger, biggest, bigger than, smaller than
• order - first, second, third …last, before, after
• position - in, on, under, in front, behind, next to

These concepts are important for understanding numbers and calculations.

#### Learning concepts

There is little research into how children learn these basic concepts. There is a small amount of research examining how children learn about shapes and early geometry. This suggests that as children move beyond identifying the basic circle, square and equilateral triangle and begin to learn about quadrilaterals, rectangles, and a range of triangles, they progress in a developmental sequence and need to be taught to recognize the essential distinguishing features for each shape.[20]

There is no research we know of looking at how children with Down syndrome learn these concepts. Many will learn some of the simpler concepts for size, color, shape and position during the preschool years as they occur in the first 500 words that most children learn. However, most children will learn about the more difficult comparative concepts during their primary/elementary education.

### Teaching children with Down syndrome

While all children with Down syndrome experience learning difficulties and developmental delays, not all aspects of cognition and development are equally affected. In general, there is a pattern of relative developmental strengths and weaknesses that is common among young people with Down syndrome and which can inform more successful teaching approaches.

Some of the key developmental characteristics and adaptations to consider when teaching numbers skills are:

• hearing impairments and speech delays - likely to make it more difficult to discriminate and say all the sounds in number words
• language delay - may mean that children with Down syndrome need to be explicitly taught more of the vocabulary needed for number concepts
• verbal short-term memory difficulties - may make learning the number word list a significant challenge - this may be helped by using written numerals to provide visual prompts from the outset when learning number words and the counting sequence (therefore, earlier than is usual for typically developing children)
• motor delay - slower progress with fine finger and hand control may make pointing, picking up and moving objects while counting more difficult - large, light and easy-to-handle objects may be helpful
• attention and motivation - short activities, fast-paced sessions, and modeling and prompting for errorless learning are likely to help maintain the children's interest
• small steps and plenty of practice - regular activities and opportunities for repetition are likely to help to consolidate learning
• sign language - can help children struggling with speech to communicate while continuing to learn and practice spoken words

### The design of See and Learn Numbers

We have designed See and Learn Numbers to follow the developmental progressions identified by research into number and maths learning and as recommended in good practice guidelines. We have adapted teaching activities to accommodate the specific needs of children with Down syndrome. These adaptations and design features include:

• small developmental steps - providing explicit instruction at each stage, starting with learning the number words and proceeding in small developmental steps through early number skills and concepts
• clearly-defined progression - keeping records of progress to determine when to move on and progressing when the prerequisite skills for the next step have been learned
• practice and repetition - activities that can hold attention and be regularly repeated
• clear and consistent visual representations - early use of written numerals, large black counters (kits) and simple black counters with distraction-free screens (apps), consistent horizontal 1-5 counter arrangement
• simplified language - minimal, clear spoken prompts with key words last, explicit vocabulary teaching

### References

1. Sarnecka, B. W. & Carey, S. (2008) How counting represents number: what children must learn and when they learn it. Cognition , 108, 662-674.
2. Sarnecka, B.W. & Wright (2013) The idea of exact number: children's understanding of cardinality and equinumerosity. Cognitive Science , 38 1-14.
3. Nunes, T., Bryant, P. & Watson A. (2009) Key Understandings in Mathematics Learning. London: Nuffield Foundation . https://www.nuffieldfoundation.org/key-understandings-mathematics-learning
4. Clements, D.H. & Sarama, J. (2009) Learning and Teaching Early Math: the learning trajectories approach . New York: Routledge.
5. Krasa, N. & Shunkwiler, S. (2009) Number Sense and Number Nonsense . Baltimore: Brookes.
6. Frye, D., Baroody, A. J., Burchinal, M., Carver, S. M., Jordan, N. C., & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-4005). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=18
7. Gunderson, E.A. & Levine, S.C. (2011) Some types of parent number talk count more than others: relations between parents' input and children's cardinal-number knowledge. Developmental Science. 14, 1021-1032
8. Lemons, C.J., Powell, S.R., King, S.A., & Davidson, K. A. (2015) Mathematics interventions for children and adolescents with Down syndrome: a research synthesis. Journal of Intellectual Disability Research. doi:10.1111/jir.12188
9. Ramscar, M., Dye, M., Popick, H.M. & O'Donnell-McCarthy. (2011) The enigma of number: why children find the meanings of even small number words hard to learn and how we can help them do better. Plos One , 6 e22501.
10. Ramani G.B. & Siegler, R. S. (2011) Reducing the gap in numerical knowledge between low- and middle-income pre-schoolers. Journal of Applied Developmental Psychology . 32, 146-159.
11. Jordan, N.C., Kaplan, D. Ramineni, C & Locuniak, M.N. (2008) Development of number combination skill in the early school years: when do fingers help? Developmental Science . 11, 662-668.
12. Bryant, D.P., Bryant, B.R., Roberts, G., Vaughn, S. Pfannenstiel, K.H., Porterfield, J. & Gersten, R. (2011) Early numeracy intervention program for first-grade students with mathematical difficulties. Exceptional Children . 78, 7-23.
13. Praet, M. & Desoete, A. (2014) Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions. Teacher and Teacher Education , 39, 56-65.
14. Faragher, R. & Clarke, B. (2014) Mathematics profiles of the learner with Down syndrome. In R. Faragher & B, Clarke (Eds.) Educating Learners with Down syndrome . pp 119-145. Oxford: Routledge.
15. Brigstocke, S., Hulme, C. & Nye, J. (2008) Number and Arithmetic skills in children with Down syndrome. Down Syndrome Research and Practice . https://library.down-syndrome.org/reviews/2070/
16. de Graaf, G, van Hove, G. & Haveman, M. (2013) More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome. Journal of Intellectual Disability Research , 57, 23-38.
17. Nye, J. Fluck, M. & Buckley, S. (2001) Counting and cardinal understanding in children with Down syndrome and typically developing children. Down Syndrome Research and Practice , 7, 68-78. https://library.down-syndrome.org/reports/116/
18. Ortega-Tudela, J. M. & Gomez-Ariza, C.J. (2006) Computer-assisted teaching and mathematical learning in children with Down syndrome. Journal of Computer Assisted Learning , 22, 298-307.
19. Faragher, R. & Clarke, B. (2014) Developing early number concepts for children with Down syndrome. In R. Faragher & B, Clarke (Eds.) Educating Learners with Down syndrome . pp 146-162. Oxford:Routledge.
20. Clements, D.H. & Sarama, J. (2000) Young children's ideas about geometric shapes. Teaching Children Mathematics , 6, 482-88.

The development of See and Learn Numbers was generously supported by the Big Lottery Fund and The Rayne Foundation .

## See and Learn Numbers

See and Learn Numbers is designed to help parents and educators teach children basic number skills and concepts.

See and Learn Numbers is designed to teach young children to count, to link numbers to quantity, to understand important concepts about the number system and to calculate with numbers up to 10. It also teaches early mathematical concepts important for understanding space, time and measurement - including color, size, shape, ordering, sorting and patterns.

See and Learn Numbers follows recommended, evidence-based practice in number and maths teaching for all children, with some adaptations to meet the learning needs of children with Down syndrome. It teaches number skills in small steps, and provides many opportunities for practice to consolidate learning. Number concepts are presented with clear, visual representations. Teaching activities are designed to minimize distraction and reduce working memory and language demands to make it easier to focus on the learning tasks. See and Learn Numbers may also be helpful for other children for whom similar adaptations are beneficial.

See and Learn Numbers includes 3 steps:

• See and Learn First Counting - activities to teach children to say the number words, to recognize the numerals, to link quantities to numbers, to count, and to understand the concepts of cardinality and equivalence for the numbers 1 to 10
• See and Learn First Concepts - activities to teach children to about shapes, colors, sizes, ordering, comparing, sorting and sequences
• See and Learn First Sums - activities to teach children to add, subtract, multiply and divide with numbers and quantities from 1 to 10, and to understand the relative sizes of these numbers, ordinality and inversion

#### When to start

The first two steps in See and Learn Numbers are suitable for children who understand and can say (or sign) at least 100 words. For many children with Down syndrome, this will be at around 3 or 4 years of age.

See and Learn Numbers is also suitable for older children who are still learning early number concepts, learning to count up to 10, and learning to add, subtract, multiply and divide with numbers and quantities from 1 to 10.

#### Apps, kits or both

Each step in See and Learn Numbers is available as an app and as a kit with printed materials and plastic counters . Kit components are also be available to purchase separately for parents and educators wishing to mix computer-based and hands-on teaching activities.

See and Learn First Counting is now available for iPads, and as a kit. Versions for Android tablets and Windows 10 devices will be released soon.

#### For home and school

See and Learn programs include step-by-step instructions, ready-to-use teaching materials, and all the information needed to understand and implement them. They are designed to be easy for parents to use at home and to be suitable for use in early intervention services, nurseries, preschools and schools.

#### Working with other See and Learn programs

See and Learn Numbers can be used alongside See and Learn Speech , See and Learn Language and Reading and See and Learn Memory as children will be progressing in all these areas throughout childhood.

The development of See and Learn Numbers was generously supported by the Big Lottery Fund and The Rayne Foundation .

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 4563 Izn (Kyiv region) 5743 raisins (Kharkiv region) 3852 Izaslav (Khmelnitsky region) 4868 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 . ) 4597 Irpen (Kyiv region) 3144 Irshava (Transcarpathian region) 4633 Ichnya (Chernigov region) 4573 Kagarlyk (Kyiv region) 5164 Kazanka (Nikolaev region) 4342 Kazatin (Vinnitsa region) 5530 Kalanchak (Kherson region. ) 4333 Kalinovka (Vinnitsa region) 4594 Kalita (Kyiv region) 3472 Kalush (Ivano-Frankivsk Region) 3849 Kamenets Podolsky (Khmelnitskaya region) 4732 Kamenka (Cherkasy region) 3254 9000 (Zaporozhye region) 3357 Kashirsky stone (Volyn region) 4736 Kanev (Cherkasy region) 9004 Karlovka (Poltava region) 4742 Katerinopol (Cherkasy region) 5536 Kakhovka (Kherson region) 5755 3732 Kelmen (Chernivtsi region) 3365 Kivers (Volyn region) 44 Kyiv (Kyiv region) 4843 Kilia (Odessa region) 522 Kirovograd (Kirovograd region) 6446 Kirovsk (Lugansk region) 6250 Kirovskoye (Donetsk region) 3736 Kitzman (Chernivtsi region) 4577 Klavdievo-Tarasov (Kyiv region) 5343 male (Poltava region)
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6239 9000 )
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6261 9000 Donetsk region)
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6454 Kremennaya (Lugansk region) 005 000 9000 9000 9000 4643 ,000 000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000
5366 Kremenchug (Poltava region)
536 Kremenchug (Poltava Region)
5133 9000 Dnepropetrovsk region)
564 Curve Rog (Dnepropetrovsk Region)
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5453 Krolevets (Sumy Region)
4340 Kryzhopol (Vinnitsa region)
3636 Kuznetsovsk (Rivne region)
6147 Kuibyshevo (Zaporizhzhya region) Kulikovka, (Chernihiv region)
5537 Azure (Kherson region)
3549 Lanovtsy (Ternopil region)
5445 Lubni (Poltava region)
5361 Lubny (Poltava region)
642 Lugansk (Lugansk region)
4161 Lugins (Zhitomirskaya Oblast)
6436 Lutugino (Lugansk region)
3322 Lutsk (Volyn region)
332 Lutsk (Volyn region)
4749 9000 005 9000 9000 9000 Region) ,000 9000 .) 9000 9000 9000 9000 .) 9000 .) 9000
 32 Lviv (Lviv region) 4147 Lyubar (Zhytomyr Region) 4864 Lyubashevka (Odessa region) 3362 Lyubyovsov . ) 3377 Lyuboml (Volyn region) 5691 Magdalinovka (Dnepropetrovsk region) 4578 Makarov (Kyiv region) 6232 Makeevka (Donetsk region) 623 Makeevka (Donetsk Region) 5258 Little temple (Kirovograd region) 6297 Mangush (Donetsk region) 3376 MANEVICH (Volyn region) 4748 Mankovka (Cherkasy region) 5665 Marganets (Dnepropetrovsk region) 629 Mariupol (Donetsk region) 6464 Markovka 6278 5364 Mashevka (Poltava region) 3146 inter -city (Transcarpathian region) 5630 Smue (Dnepropetrovsk Region) 6192 Melitopol (Zaporizhzhya region) 619 Melitopol (Zaporizhzhya region) 6465 Melovoye (Lugansk region) 9000 . ) 5355 Mirgorod (Poltava region) 4574 Mironovka (Kyiv region) 3659 Mlinov (Rivne region) 3555 Monastery (Ternopol region) 4746 Monastery (Cherkasy region) 3260 Morshin (Lviv region) 3234 3131 Mukachevo (Transcarpathian region) 4356 MURY KURILOVTS (VINNITSKY Oblast) 3475 NABLE (Ivano-Frankivsk Region) 4140 Narodichi (Zhytomyr Region) 5455 Nedrigailov (Sumy Region) 4631 Nizhin (Chernigov region) 5540 Lower Serogozi (Kherson region) 5422 bottoms (Sumy Region) 4857 Nikolaevka (Odessa Region) 5662 Nikopol (Dnepropetrovsk region) 566 Nikopol (Dnepropetrovsk region) 5740 New Vervosha (Kharkov region) 5549 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 Kherson region) 5167 Novaya Odessa (Nikolaev region) 3847 Novaya Ushitsa (Khmelnytsky region) 9004
005 (Lugansk region)
 Novgorod Seversky (Chernihiv region) 5241 Novgorod (Kirovograd region) 6296 Novoazovsk (Donetsk region) 6445 5255 Novoarkhangelsk (Kirovograd region) 3344 Novovolynsk (Volynsk region) 5533 Novovorionsovka (Kherson region) 3741 Novodnynestrovsk (Chernivtsi region) 5256 Novomirgorod (Kirovograd region) 5693 Novomoskovsk (Dnepropetrovsk region) 5000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 . ) 6144 Novonikolaevka (Zaporozhye region) 6463 Novopskov (Lugansk region)
05 9000 9000 Region) 9000 9000 .) 0005 9000 9000 9000 9000 9000 9000 9000 .) 9000 )
Novoselitsa (Chernivtsi region)
5548 Novotroitskoye (Kherson region)
3256 9000 4135 New Belokorovichi (Zhytomyr region)
5344 New Sanzhaars (Poltava region)
5151 New Bug (Nikolaev region)
3261 New Rosol (Lviv region)
4642 Nosovka (Chernihiv region)
4851 Ovidiopol (Odessa region)
482 Odessa (Odessa region)
48 Odessa (Odessa region)
4330 Oratov (Vinnitsa Region)
5667 Ordzhonikidze (Dnepropetrovsk region)
6141 9000 9000 9000 9000 9000 9000 . )
5357 Orzhitsa (Poltava region)
4646 Oster (Chernihiv region)
3654 Ostrog (Rivne region)
5154 Ochakov (Nikolaev region)
5161 Pervomaisk (Nikolaev region)
5748 Pervomaisky (Kharkov region)
6441 Perevalsk (Lugansk Region)
3263 Peremyshlyany (Lviv region)
4567 Pereslav Khmelnitsky (Kyiv region)
3145 Perechin (Transcarpathian region)
5633 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 region)
5634 Petrikovka (Dnepropetrovsk region)
Petropavlovka (Dnepropetrovsk region)
5765 Pechenegs (Kharkov region)
5358 Pyrytin (Poltava region)
4346 9000 3543 Podvolochinsk (Ternopil region)
3542 Podgaitsy (Ternopil region)0005
4592 Polevskoye (Kyiv region)
6165 Pologi (Zaporizhzhya region)
3843 Polon (Khmelnitskaya region)
532 Poltava (Poltava Poltava (Poltava Poltava . )
5322 Poltava (Poltava region)
6474 Popasnaya (Lugansk region)
4137 Popelnya (Zhytomyr Region)
6133 Azovskoye (Zaporizhzhya region)
4637 Priluki (Chernihiv region)
6137 Primorskoye (Zaporizhzhya region) .)
3230 Pustonymi (Lviv region)
5442 Putivl (Sumy region)
3738 Putil (Chernivtsi region)
5651 Pyatikhatka (Dnepropetrovsk region)
4562 Rakit (Kyiv region)
3366 Ratno (Volyn region)
3132 Rakhov (Transcarpathian region)
4840 Reni (Odessa region)
4641 turnips (Chernihiv region)
5363 Reshetilovka (Poltava region)
362 005
3474 Rozhnyats (Ivano-Frankivsk Region)
3241 Rosol (Lviv region)
6162 9000 Rivne region)
4146 Romanov (Zhytomyr region)
5448 Romna (Sumy Region)
6453 Rubezhnoye (Lugansk Region)
4349 Rudnitsa (Vinnitsa region)
4138 Ruzhin (Zhytomyr region)
4865 Savran (Odessa region)
9000 . )
4848 Sarata (Odessa region)
3655 Sarna (Rivne region)
5762 008 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 . ) 9000 9000 9000 9000 9000 9000 9000 . ) 9000 9000 9000 Dnepropetrovsk region) 9000 9000 9000 9000 9000. Region) 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 . ) 9000 9000 .) ,000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 000 9000 000 9000 9000 9000 9000 000 .) 9000 phone MTS, Beeline, MegaFon and Tele2

December 22, 2021 Likbez Technologies

Do not despair! There are at least seven different ways to do this. nine3493

Iya Zorina

Author of Lifehacker, athlete, Candidate Master of Sports

### 1. How to find out your number according to documents

The current number is always indicated in the contract, on the SIM card box and the plastic part of it. If any of this is preserved, carefully examine the documents and you are guaranteed to find your number there. If not, use one of the methods below.

### 2. How to find out your number through phone settings

The easiest way to find out the number is to insert a SIM card into your phone and look in the settings. nine3493

• On the iPhone, for this you need to open the "Phone" section and find the line "My number".
• On Android, look under SIM cards & mobile networks or About phone → General information → SIM card status.
• On older and simpler phones, open Contacts and find the My Number entry.

### 3. How to find out your number using the USSD code

Service commands allow you to find out a lot of useful information about the phone, including the number. It is enough to enter the appropriate code and press the call button. Different networks use their own commands, so they differ for each operator. nine3493

• MegaFon. To find out your phone number, dial *205# and press the call button.
• Beeline. Subscribers just need to dial *110*10# and press the call button. After entering this request, you will receive an SMS with your phone number.
• MTS. Dial the command *111*0887# from your phone and press the call button.
• Tele2. Use the command *201# and press the call button.
• Yota. To get a phone number, dial *103# and press the call button.

### 4. How to find out your number through the operator's mobile application

Now all the necessary information about your tariff and additional services can be found from the operator's mobile application. Install it using Wi‑Fi, register if necessary, and the phone number will be displayed on the main screen of the application.

### 5. How to find out your hotline number

Operators' information hotlines are not as popular as in the past, but with the advent of mobile applications, they still provide assistance to users. Contact a consultant, and he will definitely tell you the number of your SIM card.

• MegaFon. Here you can not only find out your number, but also get full information about the status of your account. The MegaFon hotline is 0500.
• Beeline. Call the customer service center and an operator will help you. The hotline number is 0611.
• MTS. Operators will not only tell you the numbers you need, but also advise on all issues related to your phone. The MTS hotline number is 0890.
• Tele2. Call the Customer Service Center by dialing 611. Operators will answer any phone service related question and help you troubleshoot any issues. nine3510

### 6. How to find out your number through the service number

Some operators also provide information services through special service numbers. With their help, you can find out your own.

 3133 Swal (Transcarpathian region) 6471 Svatovo (Lugansk region) 6434 Sverdlovsk (Lugansk region) Svetlovodsk ) 6262 Svyatogorsk (Donetsk region) 626 Svyatogorsk (Donetsk region) 645 Severodonetsk (Lugansk region) 6452 Severodonetsk (Luhansk region) 6237 Selidovo (Donetsk region) 5341 Semenovka 4849 Sergeevka (Odessa Region) 5451 middle Buda (Sumy Region) 5663 Sinelnikovo (Dnepropetrovsk region) 4568 Squira (Kyiv region) 3251 Scole (Lviv region) 3842 Slavuta (Khmelnitskaya region) Slavic .) 6473 Slavyanoserbsk (Lugansk region) 4733 Sweetheart (Cherkasy region) 6256 Snezhnoye (Donetsk region) 5162 Snigirevka (Nikolaev region) 3476 Vysnyn (Ivano-Frankivsk region) 3739 9000 Region) 4655 Sosnitsa (Chernihiv region) 5650 Sofievka (Dnepropetrovsk region) 4639 Sleep (Chernihiv region) 4564 Stavische (Kyiv region) 6472 Stanichno-Lugansk (Lugansk region) 3346 Old Zeozhevka (Volyn region) 3850 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 Sinyava (Khmelnitsky region) 6461 Starobelsk (Lugansk region) 6253 Starobeshevo (Donetsk region) 3854 Staroconstantinov (Khmelnitskaya region) 3238 Old Sambor (Lviv region) 6444 Stakhanov (Lugansk Region) 3735 WTVs 9000 Region) 4634 Talalaevka (Chernihiv region) 4731 TALL (Cherkasy region) 4566 PARTS ) 0005 4847 Tarutino (Odessa region) 4844 Tatarbunars (Odessa region) 6279 Telmanovo (Donetsk region) 4353 Teplik (Vinnitsa region) 4850 Teplodar (Odessa region) 5636 Ternovka (Dnepropetrovsk region) 4560 ATTIIEV (Kyiv region) 3479 Tlumach (Ivano-Frankivsk Region) 6178 Tokmak (Zaporizhzhya region) 5668 4348 Tomashpol (Vinnitsa region) 6254 Torez (Donetsk region) 6456 Troitskoye (Lugansk region) 4343 Trostyanets (Vinnitsa region) 5458 Trostyanets (Sumy Region) 3247 Truskavets (Lviv region) Tulchin (Vinnitsa region .) 4358 turbines (Vinnitsa region) 3363 Turiysk (Volyn region) 3269 Turk (Lviv region) 4355 Tyvrov (Vinnitsa region) 3436 thousand (Ivano-Frankivsk Region) 3134 Tyachev (Transcarpathian region) 6252 6273 Ugledar (Donetsk region) 3122 Uzhgorod (Transcarpathian region) 4572 Ukrainian (Kyiv region) 5259 Ulyanovka (Kirovograd region) 4744 Uman (Cherkasy Region) 5239 Ustnovka (Kirovograd region) 9000 .) 4860 Frunzovka (Odessa region) 6257 Khartsyzsk (Donetsk region) 57 Kharkov (Kharkov region) 552 Kherson (Kherson region) 4338 Khmelnik (Vinnitsa region) 3822 Khmelnitsky (Khmelnitsky region) 382 9000 .) 5362 Khorol (Poltava region) 542 Design (Sumy region) 3731 Khotin (Chernivtsi region) 4745 Khristinovka (Cherkasy region) 3142 HUST (Transcarpathian region) 5690 Tsarichanka (Dnepropetrovsk region) 5538 Chaplinka (Kherson region) 3859 Chemerovtsy (Khmelnitskaya region) 4131 Chervonoarmeysk (Zhytomyr region) 472 Cherkasy (Cherkasy region) 4622 Chernihiv (Chernihiv region) 462 9000 ) 4739 Chernobai (Cherkasy region) 4593 Chernobyl (Kyiv region) 4357 Chernivtsi (Vinnitsa region) 3722 Chernivtsi (Chernivtsi region) 372 Chernivtsi (Chernivtsi Region) 5340 9000 .) 4351 Chechelnik (Vinnitsa region) 4730 Chigirin (Cherkasy region) 5557 Cholkino (Kherson region) 312 ChOP (Transcarpathian region) 4133 Chopovitsa (Zhytomyr Region) 3552 Choirs (Ternopil region) 4139 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 9000 . ) 5347 Chutovo (Poltava region) 4344 Shargorod (Vinnitsa region) 6255 Shakhtersk (Donetsk region) 3355 Shatsk (Volynskaya region) 5751 Shevchenkovo ​​(Kharkov region) 3840 Shepetovka (Khmelnitsky region) 4858 Shiryaevo (Odessa region) 5352 Shishaki (Poltava region) 5449 SHOST (Sumy region) 4741 Shpol (Cherkasy region) 4654 Shchors (Chernihiv region) 6139 Energodar (Zaporizhzhya region) 4842 South (Odessa region) 5635 Yuryevka (Dnepropetrovsk region) 4149 Yablunets (Zhytomyr Region) 4575 Yagotin (Kyiv region) 4336 Yampol (Vinnitsa region) 5456 Yampol (Sumy Region) 3841 YMPO OPLO OBL . ) 3434 Yaremcha (Ivano-Frankivsk Region) 3853 Yarmolins (Khmelnitskaya region) 6236 Yasinovataya (Donetsk region) Intertelecom 95 VODAFONE 9000 Kyivstar Kyivstar