She can probably recite to ten already. The real skill is knowing that six IS six without counting, and that the numeral, the word and the pile are one fact.
You need: A handful of identical shells or buttons
Drop 2, 3 or 4 on the mat and cover them briefly. "How many?" Recognising small quantities at a glance — subitizing — matters more than counting high.
You need: Counting mat + identical small objects
She lays the right number under each numeral, touching each one as she says it. Identical objects, so quantity is the only thing changing.
You need: Nothing
She walks to the kitchen holding the number in her head. The walk is what makes it stick. Then: "how did you know?" — she can explain, and explaining is the mathematical act.
Sorting the laundry, matching socks into pairs. Genuine maths and a genuine chore at once.
Stairs, one number per step. Whole-body counting sticks better than table counting.
Optional. Watch the counting parts, skip the rest.
Count real things in the room while it plays. Counting on a screen is not counting.
Press ⌘P — only the sheets below print, never this plan. A4, no scaling.
One real object in each circle. Touch it as you say the number.
One real object in each circle. Touch it as you say the number.
Week 8 — How many — quantity to ten. One line a day is plenty. Write what she did, not what she got right.
| What she did | Repeat / move on | |
|---|---|---|
| Mon | ||
| Tue | ||
| Wed | ||
| Thu | ||
| Fri | ||
| Sat | ||
| Sun |
Week 8 — How many — quantity to ten