When children count, they basically learn numbers as a kind
of "continuum" that goes on and on. With simple counting your
child might not catch on to the inherent structure of our number system, and
how it is built with groups of tens, hundreds, thousands, and so on.
Use empty coffee capsules and plastic glasses . Place a pile of them on a table and show that it is easier to count them in groups of ten. First make groups of ten, then count the ten-groups and the individual beans separately. Say, "I have here five ten-groups, and four individual coffee capsules."
A counting game for place value In the game, each player adds one more counting object to the common pile on the table, and says the amount of total objects in a broken-down form. For example, eleven is said as "ten and one", twelve is said as "ten and two", twenty is "two tens", twenty-five is "two tens and five", and so on.
Whenever a whole ten is fulfilled, those ten coffee caps are bundled together into a bag.
Continue in a similar way. Take a different amount of coffee caps. Group them into groups of tens (and some left-overs). Count the ten-groups and the ones separately.
As you are doing that, you can introduce the words twenty, thirty, forty, etc.
Use empty coffee capsules and plastic glasses . Place a pile of them on a table and show that it is easier to count them in groups of ten. First make groups of ten, then count the ten-groups and the individual beans separately. Say, "I have here five ten-groups, and four individual coffee capsules."
A counting game for place value In the game, each player adds one more counting object to the common pile on the table, and says the amount of total objects in a broken-down form. For example, eleven is said as "ten and one", twelve is said as "ten and two", twenty is "two tens", twenty-five is "two tens and five", and so on.
Whenever a whole ten is fulfilled, those ten coffee caps are bundled together into a bag.
Continue in a similar way. Take a different amount of coffee caps. Group them into groups of tens (and some left-overs). Count the ten-groups and the ones separately.
As you are doing that, you can introduce the words twenty, thirty, forty, etc.
