Learning numbers, their correspondence in relation to quantities, the notion of more or less is often problematic.

First stage :

The child must know the rhyme of the numbers. However, many times this means nothing to him. A way of presenting the numbers and their correspondence in quantity can be done in a fun and economical way.

You can use card stock, wooden cubes, and plastic boxes. Cut out squares of card stock. We will take the example 1,2,3, which can be generalized to the rest of the figures.

On a square of card stock, write the number 1.

On another, of the same size, represent a dice face corresponding to the number 1.

Take 1 wooden cube (nb: for this exercise, you will need a certain number of wooden cubes, or any other object that you have in quantity. At first, take only strictly identical objects, for example all of the same color. Then, when the logic seems understood, use colored cubes different.)

Stick the number 1 on a box.

Do the same with both. At first, we will only work on 1 and 2.

Second step :

Ask your child to show you the box with the number 1 written on it. Ask him or her to put the square containing a dot in the box. Ask him to put the cube in the corresponding box.

Do not forget to congratulate warmly, on the mode: “yeah! First name world champion!”

This fun exercise can be done in many situations. You can, for example, interrupt a game (at the right time …), to make him do it, two to three minutes are enough, then the child can continue playing. All times are good, so are all reinforcers!

Once the number one is well identified, that the correspondence with the face of the dice is made and that the child knows how to put a single cube (while you present him three of them) in the box, you can go to the number two.

Third step :

First, work on the 2 on your own, then quickly introduce the one, so the child has an example.

Work on at least 5 successes without help to enter the next number. First, leave 1 alone in order to distinguish the new number from a known and simple number.

Fourth step:

Once the numbers 1, 2, 3 are acquired, you can enter other numbers, going up to 10. To verify that the counting is understood and assimilated, have cubes counted:

Adult: how many cubes do you have?

Child: 1,2,3,4,5

Adult: And that’s how many cubes

Child: 5

On a square of card stock, write the number 5

On another, of the same size, represent a dice face corresponding to the number 5. Get 5 wooden cubes.

Making the association between the digital nursery rhyme (rote learning) and the fact of establishing the relation between a quantity and a number is a rather difficult exercise. It may take several weeks or even months to work on it.

At the same time, post lines of numbers in all the places where the child spends time (from 1 to 10), with different writing, collages, if you find stickers, involve him, find stickers with fathers Christmas during the holidays etc.

Summary:

Learn the digital nursery rhyme

Make objects count

Ask how many objects the child has counted

Put lines of numbers everywhere so that the child gets used to seeing them all the time.