GETTING READY
Every number has a place
A line to walk. A turn at the cards. A little practice.
About 12–18 minutes together. Bring the number cards 1–10 from lesson 3, a floor line about two metres long — tape, string or a hallway edge — ten counters for building proof sets, and a bag for the cards.
For the grown-up · Walking a real line is the whole point, and a screen cannot host it: the line-build, the run-away number and the insertion all happen away from here. Cards can be read aloud on request; no numeral writing is needed.
Open the floor cards, table card & R01 ↗This page remembers your place only while it stays open. Reloading or leaving starts again.
Grown-up help
Every action in the practice items is directly observable — a card placed, a chip chosen — so they rehearse the taught moves at screen scale. The whole-body line and your paper card remain the primary evidence.
- Orders 2, 4, 8: orders them and justifies by quantity or by counting on.
- Completes the 1–10 line: places all the cards, self- correcting freely, not only left to right from 1.
- Names the removed number: from the gap’s neighbours.
- Inserts 6 (transfer): makes room between 5 and 7 with a neighbour reason — or lands correctly via their own recitation from one, which is their strategy, not your support.
Record whether your child’s working proof is neighbour reasoning, counting on, or built sets. Mark each row independent / supported / revisit / uncertain, and leave anything you did not observe uncertain. Nothing is scored or stored.
Cards move by pointer or by keyboard: tap a card to pick it up and tap where it should go, or walk along with the arrow keys and use space to pick up and put down. Any correct order towards the marked smallest end is accepted — a wobbly layout never rejects a correct order, and nothing is ever placed for your child.
A line that is completely back to front is ordered correctly; it only asks which end is smallest, and is never counted as a mistake. Five practice items, at most two extras.
R01 — the paper review after this lesson
R01 sits after this lesson and looks back across lessons 2 to 5. It is a paper review you run yourself, with real objects. It is not a test, it has no pass mark, and the app has not administered, marked or recorded any part of it. None of its tasks have been taught or practised in these lessons — that is what makes them worth asking.
- Count seven scattered objects, then rearrange them and check the total. Notice whether each object is counted once, and whether the total survives the rearrangement.
- Match its numeral. Offer the number cards and let your child find the mark for seven.
- Compare with five objects spread more widely. Notice whether spacing decides the answer, or pairing and counting do.
- Order 5, 7 and 9. Ask how they know.
Where something is uncertain, the route back is: counting → lesson 2; symbols → lesson 3; comparison → lesson 4; order → lesson 5. Record independent / supported / revisit / uncertain on paper, and leave anything you did not observe uncertain.