Milestone Maths Level A Milestone 3

This milestone is really an extension of the previous one. So everything I said there is important here to.

The aim of this milestone is for your child to be able to:

recognise the written numbers 6-10
be able to associate a number (6-10) with the correct number of objects
be able to associate the appropriate Sumstix with each number

As with the previous milestone, I do not generally recommend you go proceed to the next milestone until these aims are met.

However, If you find that your child seems to have “stagnated” you could do one of the following:

work gently on Milestones 4 and 5 and then come back to this Milestone
keep playing games, singing songs and repeating activities from Book B1
take a break from “formal” maths for a while and keep looking for opportunities to reinforce counting in every day life.

Games and “hands on” activities

Rhymes and songs are a fun way to reinforce the number sequence. Some ideas include “Ten Little Indians”, “One, Two, Buckle My Shoe” and “Five Little Ducks.” Search YouTube and the Internet for more.
Look for counting books at the library. One of our favourites is “My First Counting Book” by Golden Books but there are scores of really nice ones. Your local library is sure to have at least a few.
Use the flashcards provided with the student book to drill number recognition.
Place the number flashcards in a big circle on the floor – they can be in order or out of order. Ask your child to stand in the centre of the circle then call out a number and have your child run to that card and stand on/next to it. Then call out another number and have them run to that number.
Similar to the previous one but lay the cards on an outside concrete surface. Have the child draw chalk lines from one number to another. If you plan this carefully, you could have your child drawing a simple picture doing this (like a star or even a house).
Play guess my number. Lay the number cards out in order in a straight line so your child can see them easily (or write the numbers 1-10 in a line on a piece of paper or chalk/whiteboard). Say, “I’m thinking of a number, guess what it is!” When your child takes a guess, if they are wrong, say “higher” or “lower” as appropriate. Your child keeps guessing until they guess the number. Then swap roles. This is an excellent activity for developing understanding of number sequence and relationships.

This activity may be a bit challenging at this age so you will need to offer lots of support (scaffolding). The physical number sequence (on the cards or written) is an important part of this scaffolding. When you set up the sequence, explain to your child that “higher” means the numbers get bigger (and point out that means going right in the sequence) and that “lower” means that the numbers get smaller. Once they get the hang of it, young children love this game.

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