Cards and counters using acrylic pumpkins. We did this last year. These are for J-jo as a Mommy-and-J-jo work.
One to one correspondence of pumpkins. These are larger than the ones in the cards and counters.
Counting pumpkins after rolling the Education Cube.
Using a number line to see relationships between numbers. If you are at 10 and want to go to 7, how many jumps? Or, if you are at 3 and want to go to 9? We will be spending more time doing work like this. I need to make her little cards to go with it to make it an independent choice.
The stamp game comes out almost every day. She’s done addition and subtraction, both static and dynamic, and I’ll soon be introducing multiplication. I recently read that it is important to word the problems as a number taken X times. For example 2×3 would be worded 2 taken 3 times, and not 2 times 3. When you think of how the child takes the tiles from the compartments, that wording makes more sense. I will be presenting multiplication with the golden beads first to make it more concrete, then returning to the stamp game.