Children move along a number path in sequence.
Tap a step to mark it as done.
Write numbers clearly in chalk or soil. Saying numbers aloud while moving creates a strong physical-verbal link.
Walk beside the child and point to each number together for children who need more support.
Can children name numbers out of sequence when pointed to randomly? Do they move with confidence or hesitate?
Scratch numbers into soil or arrange stones with numbers drawn on them in chalk or charcoal. No chalk or printed path required.
Children frequently count the starting position as '1', arriving one step short of the correct number. Model the distinction between 'where you start' and 'where your first step takes you' clearly.
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