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1. Explain that it can be difficult to tell which is your left hand and which is your right, but that there are some things we can do to help us. 2. Encourage the child to put out their hands palms downwards, with the fingers together and the thumbs extended at right angles. 3. Encourage the child to look for a capital "L" formed by the index finger and thumb. This will be on the left hand....
1. Put the large object in the centre of the table in front of the child. 2. Ask the child to identify the left side and the right side. Help if necessary. 3. Put the "left" and "right" prompt cards to the left and right of the object. 4. Give the child instructions such as "put the lion to the right of the bus" 5. Swap roles so that the child has a chance to give the instructions. 6. When the...
1. Talk about each day, one at a time. Have the child draw or write key things they have done or that they will do in each box. 2. When you have finished, explain that there is going to be a quiz. Describe an activity and the child must say if they did it yesterday, today or if they will do it tomorrow. 3. Have them jump the frog onto the right day. 1. Explain that this is Walter the worm, who is...
1. Use simple 3D shapes like cube, sphere etc. 2. Make a model with them and label the different shapes you can see. 3. Match the shapes shown in the cards with the 3D shapes. 4. See if the child can name some of the shapes they can see. 5. Ask the children to use their shapes to make the same model. See if they can name the shapes as they go, and tell you where they are. 1. Make a 3D model. 2....
1. Working with a group of children, help the group to line up in order of height. 2. Ask one child to identify the tallest (or biggest) and shortest (or smallest) person. Help as necessary. 3. Give the tallest person a card that says "tallest", and give the shortest person a card that says "shortest". 4. Explain that 'taller' means "more tall". Find two children who have quite different heights...
1. Explain that you are going to give instructions and the children should take it in turns to listen to you and put the right things on the timetable. 2. Give an instruction, using 'before', 'after' and 'then'. E.g. 'Before lunch I have numeracy and then handwriting. After lunch I have ICT.' 3. Note down what you have said on paper or a whiteboard so that the children can check later. 4. Have...
1. Start by making sure the child can count 10 coins accurately. Ask the child to post 5/6/ etc coins into a piggy bank. 2. Can the child choose one of your hands hidden behind your back with some coins in and count them correctly? 3. Can the child tell you to post coins? Will the child notice if you do it wrong? 4. Play games with giving soft toys pocket money e.g. teddy gets 3p and dolly gets...
1. Put out 2 pots one in front of yourself and one in front of the child 2. Get child's attention and slowly count 3 pens into your pot. Say 'Your turn' to the child and, if necessary, help the child put 3 pens in his/her pot. 3. Reward with praise and/or a sticker. 4. Repeat the activity with different numbers of pens working up to 8 at the end. 1. Make a tower of 3 Lego bricks. Count the bricks...
Play games in a small group lining up at the door or the window. Point out who is first. Change the order and ask 'Who is first now?' At dinner time comment on what the child takes first. Say 'Look.......first you are eating..........' Build Lego towers. Take a pile of Lego bricks and say 'What colour do you want first?' Build a tower yourself and comment on your first colour. Follow the same...
1. Count say 4 items into a container and 4 into a similar container. Line them up, build them into towers , let the child discover that these are the same amount. 2. Tell the child "Put one more here." Go through the counting and comparing routine again and label the group with the extra item as "Look........one more here...this makes 5" etc. 3. Use two number lines. Match the number of items in...
Have a tea party. Hand out the food. Point out which ones have more. Ask the child to give a piece of plastic food to one of the toys so that it has one more - say that it has got "one more". Make fruit salad. Use two bowls. Cut up fruit for the two bowls and ask 'One more piece of banana here? Can the child tell you what to add to each bowl using 'one more'? (1) Use a number line and mark a...
Have a tea party. Hand out the food. Point out which ones have less. Ask the child to take away a piece of plastic food from one of the toys so that it has one less - say that it has got "one less". Make fruit salad. Use two bowls. Cut up fruit for the two bowls and ask 'One less banana here? 'Can the child tell you what to take out of each bowl using 'one less'. (1) Use a number line and mark a...
Use materials and activities described in this activities sheet. Extend the activities to go up to the number 5.
1. Take it in turn to roll a die. 2. Count the spots on the side that faces up. 3. Repeat the number a few times - 'ok, you go 3. Number 3; let's count 3 places...' 4. Move the counter forward 3 places, counting each square. 5. Roll again etc. 1. Choose an action card. 2. Roll the die. 3. Do that action X number of times. Count each time out loud.
Give the child a pile of books to hand out. Does the child notice if there is one too many or one too few? Set it up so that there is one too many/few and comment. Say 'Look......too many/too few books/pens' etc. Set up a form board activity where there are too many pieces or too few pieces. When the child finishes the form board, comment on the different amount of pieces compared to the amount...
Follow the instructions on the number action rhymes sheet.
Put out the number cards with 1, 2, 3 on them, and match objects to the numbers; Count the objects onto the cards, count the objects off the cards and into a box or bag; Make towers of 1, 2, 3, bricks counting as you go. Give the instruction 'Knock down 3 bricks' etc. Turn the number cards face down and take turns to select one. If the card says '2' that person has 2 cars/marbles/items to fish...
Collect lego pieces that are all the same size and colour - add one lego piece that is different. Sort the lego into bowls and use the symbols of 'one' and 'lots' to label the bowls. Ask the child to give you 'one' or 'lots' and give as much help as needed to ensure success. Reward the child for completing the activity even if you have given lots of help. Do the same sorting activity with lots of...
Make a tower of 3 bricks and another identical one of 2 bricks. Hand the child the third brick needed for the smaller tower and help the child complete the tower. Say 'Look...the same' and point to the 2 towers. Compare the towers and count the bricks. Increase the height of the towers and the number of the bricks the child has to add to make the towers the same. Make your tower and then say '...
1. Sing 2 Green Speckled Frogs. Use lots of animation 2. Stick one/two green speckled frog pictures on your finger/s to illustrate the song 3. Can the child copy your actions with speckled frogs on his/her finger/s 4. If the child does not want frogs on her/his fingers stick them to the desk in front of the child and point to or touch the frogs right number of frogs as you sing 5. Do this...
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