Practical Parenting

Based on the 40 Developmental AssetsSessions shared by Berkeley County Schools and created by the

Berkeley County Schools Parent & Community Partnership

Partnership includes: Berkeley County Schools, Catholic Charities, Children’s Home Society, Promise Neighborhood Initiative, RESA 8

Practical ParentingA Note to Schools: This resource will fulfill your Federal requirements of parent engagement. The program is all inclusive, and can be used each year. The most valued part of our program is its foundation of the 40 Developmental Assets. These assets are building blocks for our children to have better lives. Every school receiving this resource is required to train their staff on the 40 Developmental Assets prior to program implementation. A brief training video and handouts are included. 40 Developmental Assets posters are also being sent to your school to share in common Faculty locations. By building our parents’ toolboxes and knowledge, we are building a better future for our children and our community. Berkeley County Schools is committed to providing concrete resources to our families and activities that will enrich their homes and lives. Parent involvement activities should be more than an invitation to visit the school. We want our parents to leave our schools equipped with tools to build a better tomorrow.Sincerely, The BCS Office of Federal Programs

Practical ParentingSchool Resource Checklist:

The following are contained in this resource box andshould be reused yearly:

Training Presentation for Faculty and Staff Training Presentations for Sessions Lessons with Master Handouts

The following will need to be refreshed yearly:

Name Tags Pencils/Pens Books to pass out to parents (Literacy session) Literacy activity to accompany books (Literacy session) Hands on manipulatives (Math session) Handouts for sessions

The following are optional ancillary materials you may want to have:

Prizes Refreshments

The following are necessary for a successful meeting space:

Plenty of seating and table space Internet access Projection Capabilities A space for the facilitator to write and take notes

Practical Parenting Survey Today’s Date: _________________________

1. What was the title of today’s session?Discipline and BoundariesCommunicating with Your ChildMath SessionLiteracy SessionOther:________________________________

2. Have you attended any other sessions like this at a Berkeley County School? Y or N

3. On a scale of 1-5, 5 being the best and 1 being the worst, how would you rate your understanding of the 40 Developmental Assets BEFORE this session?

1 2 3 4 5Knowledge of the assets

Ability to name the assetsAbility to identify asset strengths and weaknesses in my family

4. Please check all that apply. I found this session to be:

Useful Helpful to me as a parent More helpful than other

activities that are more “fun” at the school level

Not useful Educational A good use of my time Not a good use of my time

5. On a scale of 1-5, 5 being the best and 1 being the worst, how would you rate your understanding of the 40 Developmental Assets AFTER this session?

1 2 3 4 5Knowledge of the assets

Ability to name the assetsAbility to identify asset strengths and weaknesses in my family

6. Would you recommend this session to another parent? Y or No7. What other parenting sessions would you be interested in?

______________________________________________________________________________

______________________________________________________________________________

Literacy Success for Your ChildDuration: 1 hour, 30 minutes

Materials:Name tagsSurvey40 Developmental Asset HandoutIntroduction CardsProjector and laptop—video link queued up https://www.youtube.com/watch?v=-OG2Q6pPQYwNote taking sheet for sessionElectronic Read aloud book---Tyron the Horrible http://www.childrensbooksforever.com/Childrenpics/TYRONE%20THE%20HORRIBLE.pdfBooks for each child for each parent to take home.

Outcomes: (Parents will be able to): Understand the importance of regularly reading with their child. Practice asking literacy-building questions and techniques while reading. Develop a fun follow up literacy activity to do at home with their kids.

SMART GOALS: (Specific, Measurable, Attainable, Relevant, Time-Bound) Parents will commit to reading daily to each child. Parents will commit to completing at least 2 literacy development activities at home with their

children, and follow up with other activities throughout the year.

Procedures: with time allocations:

Introduce session(10 minutes) (presenter’s introduce themselves and explain the process followed at each session, sign-in, take pre-survey, name tags)

“We are here today to talk to each other about creating academically successful and literate children. One of the most powerful things that you can do as a parent to help your child be academically successful is ensure that reading is a requirement in your home. Many times parents do not feel comfortable being actively engaged in the Reading process because they are not a teacher. Today we are going to give you tips and hints of how to be successful with this task even if you hate reading yourself or have difficulty with it. On the name tags provider, I want you to write your first name and then add the word ‘Read’ if you like to read out loud, and add the word ‘listen’ if you prefer to be read to. Each of our parenting sessions in this series is based on the 40 Developmental Assets. They are 40 traits that empower kids. In other words, the more of these 40 traits your child has, the more likely they are to be successful in life. Let’s take a minute and look at these 40 traits together. (Pass out traits list) Take a minute and look over the list and mark the skills that you think your child already possesses. In looking at this list, we want you to know that if you do the follow up activities that you learn here, you will be

helping build at least 8 of the 40 assets with your child. The more assets you build, the better future your child will have!

Icebreaker introduction game: (10 minutes) I’m going to pass out a card to you---keep it to yourself and don’t share it. Each participant will receive a card with a picture of popular children’s book on it and a brief and simple description of the children’s book. When the participant has their turn, they will read the blurb out loud and the first person to correctly guess the children’s book will be given a point by the presenter. (The participant with the most points at the end of the entire session wins a prize.) After reading the blurb and eliciting the correct guess the participant will introduce themselves. The Presenter will model first. (Explain process.)

Activity 1-Video and worksheet (10 minutes) Okay, let’s start with our first activity!

We are going to watch a quick video on reading to our kids and why it is important and how on earth to do it. Please turn on your session sheet to the section labeled “Video Clip” and I want to encourage you to take notes on what you hear in the video. After the video, we are going to review what we saw and I am going to ask you to share some of your notes:

Video link: https://www.youtube.com/watch?v=-OG2Q6pPQYw

Activity 2-Video discussion (15 minutes) (The presenter will ask the following questions and record answers on the board/chart paper)

Why is it important to read with your child? What are the 5 steps from the video for reading with your child? What are some of the questions you can ask when reading aloud with your child. If your child has trouble with a word, what can you do?

Okay—we are going to move on to our next exercise---I’m going to ask you to pair up with someone who has the opposite designation on their name tag. So if you wrote Read on your name tag, find someone who wrote listen…and vice versa. Before you sit down with your partner, please select from one of the books available here.

Activity 3-Practice Reading Aloud (15 minutes)Partners will sit together and practice the read aloud procedures they just saw demonstrated in the video. Presenter will walk around encouraging the process.

Activity 4-Practice Listening (15 minutes)Great job everyone, now we are going to practice listening to a story being read-Tyron the Horrible (This is included in your electronic resources---an E copy of the book to project.) Presenter will read story out loud that adults would enjoy and direct each of the participants to ask one interrupting question, or act out one child behavior. The teacher will read, respond…etc

Activity 5-Creating a literacy activity (15 minutes)

Participants will create a fun literacy activity based on the book the teacher read. Creating a turtle out of a paper plate and green tissue paper..etc.

(Each participant will be sent home with a copy of the book and a kit to make a literacy activity at home.)

Activity 6-Homework and commitment signing (10 minutes)

Presenter will review the importance of the 40 Developmental Assets and share upcoming sessions with any parent interested in attending. (Review the importance of building assets. Share school’s plan for parenting.) The assets we built today are 1, 6, 16, 21, and 25. Before you leave please take a few moments to fill out the survey on your table. Thank you!(This is a good time to encourage all the parents to attend. Parents who attend all the sessions offered by your school should be recognized by the school for attending all the sessions as an “Asset Building Parent.” Some schools do this with an end of the year awards ceremony.)Parents sign and turn in commitment form…presenter quickly makes a copy and distributes original as parents are pursuing books to take home with their kids.

Homework:

Read this free book with your child and create the accompanying literacy activity to build comprehension of the story.

Practice reading to your child each day---even if it is not a book. Use the literacy building skills you learned today!

Setting Boundaries and Establishing Discipline for Our

ChildrenDuration: Two, 1 hour long sessions

Materials: Name tagsWriting surfaceArticle on Playing Tag and ConsequencesSurvey

Outcomes: (Parents will be able to): Use techniques to establish boundaries for their children. Recognize the importance of setting boundaries for their children and realize the positive

behavior changes as a result of boundary setting

SMART GOALS: (Specific, Measurable, Attainable, Relevant, Time-Bound)Parents will practice 3-4 strategies for setting boundaries with their children during the hour and a half session, and use the strategies at home.

Procedures (with Time Allocations)

Welcome and Icebreaker: (15 minutes)“We are here today to talk to each other about creating boundaries for our children. Children who understand boundaries tend to be better behaved and have less issues in school. Each of our parenting sessions in this series is based on the 40 Developmental Assets. They are 40 traits that empower kids. In other words, the more of these 40 traits your child has, the more likely they are to be successful in life. Let’s take a minute and look at these 40 traits together. (Pass out traits list) Take a minute and look over the list and mark the skills that you think your child already possesses. In looking at this list, we want you to know that if you do the follow up activities that you learn here, you will be helping build at least 8 of the 40 assets with your child. The more assets you build, the better future your child will have! Parents will state their name and share a two minute story about a time when they were challenged to have their children do what they were being asked to do, and give one word that best describes how they felt when the situation occurred.

Group Discussion: (40 minutes)

What are Boundaries? And who do we violate them? Facilitator will have 4 categories of boundaries written on board and record responses under them. * Physical—Walls, Doors, Clothing, Lines on Road* Social—Space between us and another person, physical contact (hugging)* Emotional—Open up too much to other people, how, where and when you express emotion (Ex. Crying all the time in the work place, inappropriate anger)* Verbal: telling people too much, sharing secrets that have been entrusted to you)

Facilitator will continues leading discussion and recording pertinent information.Which of these boundaries must we teach our children?All of them!Who is primarily responsible for teaching children boundaries?We are-their parents. It is 100% our responsibility although teachers, youth workers, and other adults need to reinforce the importance of boundaries.Why is it the responsibility of caring adults to teach boundaries?Example answers from parents of why we might want to teach boundaries:* Children are too young to understand.* They are scientifically very self-centered and want only what makes them happy.* They are immature and do not have the life experiences needed to understand why there need to be some limits to their behavior

What happens when children do not have clear boundaries set for them?Example answers from parents* Kids may test the boundaries at school, leading to a slew of discipline problems.* Children get angry when they don’t get their own way—temper tantrums* Feel insecure—can become bullies or be victims of bullying.* Children have trouble knowing right from wrong and are easily influenced

The facilitator is now going to lead the parents through the “Secrets of Disciplining an Asset Built Child.” Alright team, we are going to work through the secrets that will hopefully make things a lot easier for you at home and start to see more of how to set boundaries with your kids: The first step is setting logical and clear consequences. The second step is following through. An additional layer of all of this is using positive communication---that is a separate Practical Parenting session. (Facilitator can give details of the data and time) But even without attending that one, this should put you on your way to having a happier time at home.

Please read the article about the teacher and the child playing tag. (Give group time to read)

Now we are going to brainstorm several behaviors that our children do or have done that deserved logical discipline and brainstorm some logical consequences. Please write out on today’s sheet some examples of those times and then we will share out. Fill out your child’s action in the Action column. Facilitators give group time to write down behaviors. Okay, I’m going to go around the group and ask each of you to share a behavior that we are going to brainstorm consequences for. Examples: Arguing over bedtime, Not cleaning room when asked. Hitting or kicking someone (Facilitator writes responses on board in “Action” column. Avoid a homework example here because that will appear later in the role playing.)

Action Consequence Clear Directions (Tell who, what, when, where, how often.)

Ex: Room is messy Child must clean room before anything else is done

You pick up all the toys from the floor and put them in your toy box in the next 15 minutes. You pick up all your dirt clothes and ….

Our team will work through this little chart together. Parents should fill out their worksheet as the group discussion fills out the one on the board.

The consequence should be related to the action. For example, if a child didn’t mow the grass when they said they would, they shouldn’t be made to miss their dinner---they should have to mow and water the plants. Also remember the 5 Finger rule- who, what, when, where, how often. Be as clear and explicit as possible. Leave no wiggle room!

Now we know it isn’t always this easy. Kids will often argue and back talk and essentially try every trick in the book to get what they want. That said, there are two other tricks that you are going to want to employ. Frist---be a broken record---stand strong and repeat yourself calmly.

Role Playing Boundaries and Expectations of Homework(15 minutes)

The facilitator will alternately designate a “parent” or “child” role to each participant. The “children” will meet on one side of the room, and the “adults” will meet on the other side of the room. (Facilitator explains activity.) Each pair will take time brainstorm a typical child and parent interaction on the following topic: The child has been asked to work on their homework multiple times, but each time the parent checks on them, they are distracted by their electronic device or TV and the homework isn’t being worked on. Both groups will pick a volunteer to act out the side of the child, and the side of the parent. Both teams will brainstorm 5-6 definite statements for their character to say in the role play. They should enlists consequences that make sense and also clear directions. After the brainstorming session, one volunteer pair will come to the middle of the room act out a typical parent/child argument over homework. Have other participants note the pieces of communication they heard on each side. (This would be a great opportunity to give a thank you gift to these brave volunteers.)Now, let’s share some

of the comments you heard on each side. (Facilitator will write down child and adult comments shared by participants in chart on board.)

Activity 6-Homework and commitment signing (10 minutes)

The Presenter will review the importance of the 40 Developmental Assets and share upcoming sessions with any parent interested in attending. (In your own words…Review the importance of building assets. Share the school’s plan for parenting.) The assets we built today are 1, 2, 10, 11 and 29. Before you leave please take a few moments to fill out the survey on your table. Thank you!(This is a good time to encourage all the parents to attend. Parents who attend all the sessions offered by your school should be recognized by the school for attending all the sessions as an “Asset Building Parent.” Some schools do this with an end of the year awards ceremony.)Parents sign and turn in commitment form…presenter quickly makes a copy and distributes original as parents are pursuing books to take home with their kids.

Homework:

Practice each of the strategies you learned at home. For added practice, fill out the optional journal.

Duration: 1 hour-1 hour 30 minutes

Materials:Name tagsSurvey40 Developmental Asset HandoutMap and Reel handoutsProjector and laptopWhiteboard or chart paper with communication map boxes and errors drawn on them

Outcomes: (Parents will be able to): Utilize effective communication tactics. Understand the difference between positive and negative communication.

SMART GOALS: (Measurable, Attainable, Relevant, Time-Bound)Parents will practice 4 discipline techniques during the session, with the expectations that they will use these techniques at home.

Procedures: with time allocations:

Introduce session(10 minutes) (presenter’s introduce themselves and explain the process followed at each session, sign-in, take pre survey, name tags)

Today we are going to give you tips and hints of how to have a successful communication experience with you child. On the name tags provider, I want you to write your first name and then add one word that best describes your overall behavior when you were a child. Each of our parenting sessions in this series is based on the 40 Developmental Assets. They are 40 traits that empower kids. In other words, the more of these 40 traits your child has, the more likely they are to be successful in life. Let’s take a minute and look at these 40 traits together. (Pass out assets list.) Take a minute and look over the list and mark the skills that you think your child already possesses. In looking at this list, we want you to know that if you do the follow up activities that you learn here, you will be helping build at least 8 of the 40 assets with your child. The more assets you build, the better future your child will have! Let’s all take a minute to introduce ourselves.

Map Making and Brainstorming (10 minutes)

Many parents don’t realize that the discipline and communication methods they use do not help them accomplish what they really want for their children. The first step in learning to be the best (but not perfect) parent you can be is to create a roadmap to guide you to your destination. Please pull out your road map handout. On the upper left is a box for you to list undesirable behaviors you are dealing with now. At the bottom right, there are behaviors you want your child to have an adult. Fill both those boxes out now and also fill out the treasure box---the great behaviors you child already demonstrates.

Map Sharing (5 minutes)

Please share some of the problem behavior you are currently dealing with. (Wait for volunteer participants to share some examples. Refrain from personal sharing. If the participants know you will answer for them, it will be a very quiet session. Facilitator will jot down some shared problem behaviors.)

Most of the activities that you shared deal with communication—kids defiantly “not listening to you” We are going to go through some role playing in a minute in which you use two awesome parenting secrets. The discipline secrets involve communication, specifically listening and asking. Often as parents, we feel like it is our job to tell and expect, but we are going to suggest you soften that with some sprinkling of listening and asking, and doing it in a way that makes your children better.

Role Playing Negative Reality(15 minutes)

The facilitator will line participants up and ask them to flip their maps over to the lined side. The facilitator will alternately designate a “parent” or “child” role to each participant. The “children” will meet on one side of the room, and the “adults” will meet on the other side of the room. (Facilitator explains activity.) Each group will brainstorm a typical child and parent interaction on the following topic: The child has been asked to clean their room multiple times and the parent comes into the room, exhausted, only to notice the room is still a mess and maybe even messier, with the child playing on the floor. Both groups will pick a volunteer to act out the side of the child, and the side of the parent. Both teams will brainstorm 5-6 definite statements for their character to say in the role play. After the brainstorming session, one volunteer from each side will come to the middle of the room act out a typical parent/child argument over a messy room. Have other participants note the pieces of communication they heard on each side. (This would be a great opportunity to give a thank you gift to these brave volunteers.)Now, let’s share some of the comments you heard on each side. (Facilitator will write down child and adult comments shared by participants.) And was the situation resolved? (No.) Well now we will practice three skills that probably would have resolved the situation. The facilitator will pass out the Fishing Reel handout.

Learning the 3 discipline Strategies (20 minutes)

Please take a look at this fishing reel sheet. The first strategy on the sheet is using the word ‘regardless.’ May I have two volunteers, one volunteering to be the child, the other person the parent? (Volunteers come up. Child—I want you to be really interested in a TV show and make up many reasons not to turn it off. Parent—You need to follow the steps on this card precisely. (Facilitator will hand parent “Regardless Card..”) Parent and child will act out skit. The most important thing is for the parent to keep repeating the phrase, “regardless, you need to get up and come to the dinner table now” in a calm, even tone. Let the team know that this is one of the very best strategies in the series and multiple families

have tried it with luck. The first several times re very frustrating, then it gets much easier. This simple word teaches your child that you demand consistency and follow through and you do so in a polite respectful way.

Discipline strategy #2 is a very simple one. It is active listening. Our children model our behavior and in this high tech, constantly demanding kind of world, we are not always actively listening to our kids. So, why would they actively listen to us? That’s why you often find kids ignoring their parents, or arguing until their parents grow tired of listening and give in. On your paper under the ear, jot down some methods that you think demonstrate active listening. Let’s share out active listening strategies (participants will list –put down the electronic device or other distraction, turn body to face child, look at child while speaking….)

Discipline strategy # 3, is a very powerful one because it helps your children problem solve issues in front of them and rationalize good decisions. They start to understand the responsibility of their actions. This strategy is questioning them instead of telling them. This one is a tough one for parents, but will really help your child. Please flip over your Reel sheet and take a look at the “Asking Versus Telling” side. Take a minute to look over that. (Give participants time.) Please share one of these that you know you will try in your home and why.

Activity 5-Role Playing (5 minutes)

We are going to role play this situation one more time…this time using our new tools. So if I can please have my parent and child volunteer come up from earlier. The argument will be the same, but this time, our ‘parent’ will use the skills of active listening, regardless, and question acting. The facilitator will oversee the new role play encouraging the “parent” to use their new skills. After the skit, the participants should be instructed to turn over the road map and fill in the arrow for a successful adulthood with our three communication tactics.

Activity 6-Homework and commitment signing (15 minutes)

The presenter will review the importance of the 40 Developmental Assets and share upcoming sessions with any parent interested in attending. (Review the importance of building assets. Share school’s plan for parenting.) Today, we have practiced Asset 1, 2, 11, 30, 36, and 37. Before you leave please take a few moments to fill out the survey on your table. Thank you! (This is a good time to encourage all the parents to attend. Parents who attend all the sessions offered by your school should be recognized by the school for attending all the sessions as an “Asset Building Parent.” Some schools do this with an end of the year awards ceremony.)Parents sign and turn in commitment form…presenter quickly makes a copy and distributes original as parents are pursuing books to take home with their kids.

Homework:

Implement the three communication tools at home.

Everyday Math Parent Night

Materials:Name TagsOverhead ProjectorGame Materials (depends on the games being played)Routine SheetsHandouts for parents from Home Connection Handbook Fact Triangles for practiceSurvery

Outcomes: (Parents will be able to): Utilize effective mathematical practices. Understand the difference between positive and negative communication.

Introduction: (15 minutes)Presenters introduce themselves & the schedule for the evening. Be sure to add information to the provided Powerpoint. Start off the evening with a little math with the name collection box. Present the name collection box and have the families work on it for a few minutes on their own. Then have them give you the solutions they figured out.

Today we are goint to be talking about our math series Everyday Math. We will also be practicing some of the games and activites your students play regulary. Each of our parenting sessions in this series is based on the 40 Developmental Assets. They are 40 traits that empower kids. In other words, the more of these 40 traits your child has, the more likely they are to be successful in life. Let’s take a minute and look at these 40 traits together. (Pass out assets list.) Take a minute and look over the list and mark the skills that you think your child already possesses. In looking at this list, we want you to know that if you do the follow up activities that you learn here, you will be helping build at least 8 of the 40 assets with your child. The more assets you build, the better future your child will have! After looking over these assests please look at the math collection book handhout. These are a rountine used in Everyday Math and are used to show the students that there are many equivalent (equal) names for one number.

After discussing some of the answers given for the name collection box go on to slide 5. This slide gives background information about Everyday math.

Before we gets into the rotations for the practice activites I wanted to give you some background information about the Everyday Math Series. It was Developed by the University of Chicago School Mathematics Project and is based on research about how students learn and develop mathematical power. This program provides the broad mathematical background needed in the 21st century. It is a program the “spirals”; meaning that concepts will be retaught throughout the year.

Switch to slide 6.

In Everyday Mathematics you can expect to see a problem-solving approach based on everyday situations; an instructional approach that revisits concepts regularly (the spiral); frequent practice of basic skills; often through games: lessons based on activities and discussion, not a textbook; andmathematical content that goes beyond basic arithmetic.

Rotations (15 minutes each)We will now break into groups for rotations. Split the participants into 4 groups. (If there are not many participants the acitivites can be done whole group) Break into rotations for at least 15 minutes each.

Quickly Describe and model each station:

Station 1 – GamesSet up stations in the room with 3 or 4 games for the students to play with their parents. I have included instructions on how to make an ordinary deck of cards into a set of Every Math Cards.

Everyday Mathematics uses games as an engaging way for students to get the frequent practice required to build strong mental arithmetic skills and fact power. Games are used as a way to augment, not replace, activities that focus on rote practice of specific skills and facts. At this station you will be using an Everyday Math set of cards to play Top It. Directions for the game and instructions for truning an oerdinary set of cards into an Everyday Math Set are at the stations. Make sure you take these instructions home with you.

Group 2 – RoutinesA routine is a familiar, predictable activity that provides ongoing practice in a skill or content area. The name collection box that was done at the beginning of the evening is one of the routines.Another very important routine is the Fact Triangles. Please use the practice pages to do a few of these Fact Trianlges. Additional information about daily routines can be found in the Home Connections Handbook on pages 23 to 29.

Group 3 – Everyday Math OnlineIf possible, do this in a computer lab so that the parents can log onto their student’s online account or have several iPads available for this station. Make sure that your students know their online account username and password.Please take this time to investigate the online tools. Let me know if you have anyquestions. Be sure to show them the online SRB (how it reads to them and has videos), online games, and home links.

Group 4 – Ways to Help Your Students in Math Parents often think that they can’t help their child with math (most say they were not good at math). In the Home Connections Handbook there are several items to help parent with their child and these are:

How to Help Your Child with Mathematics, Do-Anytime Activities for each grade leveland Commercial Games that Use Mathematics

Please take this time to look through these sections and make any that you feel would be useful to you and your student.

Closure and Evaluation The presenter will review the importance of the 40 Developmental Assets and share upcoming sessions with any parent interested in attending. Ask for any questions. Thank parents for coming and have them complete the survey before leaving.

How to Turn a Regular Deck of CardsInto an Everyday Math Deck of Cards

Mark the aces with the number 1 Mark the queens with the number 0 Using the jacks and kings, mark the numbers 11 through 18 (just one card

for each number) Mark the two jokers with the numbers 19 and 20

How to Turn a Regular Deck of CardsInto an Everyday Math Deck of Cards

Mark the aces with the number 1 Mark the queens with the number 0 Using the jacks and kings, mark the numbers 11 through 18 (just one card

for each number) Mark the two jokers with the numbers 19 and 20

How to Turn a Regular Deck of CardsInto an Everyday Math Deck of Cards

Mark the aces with the number 1 Mark the queens with the number 0 Using the jacks and kings, mark the numbers 11 through 18 (just one card

for each number) Mark the two jokers with the numbers 19 and 20

How to Turn a Regular Deck of Cards

Into an Everyday Math Deck of Cards

Mark the aces with the number 1

Mark the queens with the number 0

Using the jacks and kings, mark the numbers 11 through 18 (just one card for each number)

Mark the two jokers with the numbers 19 and 20