Children need to be very fluent in recording numerals, otherwise the cognitive load when recording items will be too high for learning and retention. Identifying the lowest numeral each child cannot yet record correctly and fluently, then having children practice one numeral at a time, allows the teacher to observe, continually extending each child’s range to the next numeral when they are ready.

Until a child learns to record a numeral correctly, don’t allow them to record them when recording counting. Allowing a child to record numerals when counting, before they can record them correctly and fluently, may mean the child will see, feel, and record the numeral incorrectly – often reversed. Whole body-learning, by writing numerals large in the air, verbalising the movement, will ensure children see, feel, and record the numeral correctly.

As children begin to develop their capacity to count, read and write some numerals, they begin to investigate counting items. They then continue to extend their counting, writing and reading range, as they continue to investigate counting items.

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