that on the ground I don't know if you can see that's true but one for know how many
people we have.
Or how young boy has thought more people got born.
Similarly, we could use it, children helping them to kind of make links with three
objects and the numeral three.
That's one of the hardest they need to learn. They want hat that, yeah, this is gonna
lead to you today.
If I would show them that four is three, as in the numeral four, and that's three, then
you believe me, because you actually don't know how three goes right.
Then we have to teach them that. They don't know that. So we need to help them to
make The association between the word three, three objects, and the neuron three.
I think I'm going to go object. They don't know that. That's our job. So if I would, let's
say, claim that this is three, they would believe me.
So if I would play that six is three, they would believe me.
Because they actually, at that point, they don't know how to play.
So we can help them to kind of associate one to three that kind of road-shounding.
It's the numerals and the object. These children need to make that link. They don't
have that link when they stop EYFS. They don't know that. Children in reception will
not have that yet. That understanding. So you can use all sorts of kind of resources
to help you to establish that link between the words, the plural and the quantity.
They bring it all together because they don't have to become very good at that so
that they can do later months.
And that's kind of a lot of learning they have to do to make that link.
Okay, so we've got some good ideas there. Okay, and we've got a table there with Is
it Iqra there as well?
Yeah? Yeah? The resource we have is number lines. The concept was this. It seems
for adding fish use with the numbers in the network order and children can use
number lines.
And the visual panel would be the learning objectives.
Understand the concept of using a number line and how to use a number line for
different equations.
Good. And Again, the number line is exactly what I have said now.
people we have.
Or how young boy has thought more people got born.
Similarly, we could use it, children helping them to kind of make links with three
objects and the numeral three.
That's one of the hardest they need to learn. They want hat that, yeah, this is gonna
lead to you today.
If I would show them that four is three, as in the numeral four, and that's three, then
you believe me, because you actually don't know how three goes right.
Then we have to teach them that. They don't know that. So we need to help them to
make The association between the word three, three objects, and the neuron three.
I think I'm going to go object. They don't know that. That's our job. So if I would, let's
say, claim that this is three, they would believe me.
So if I would play that six is three, they would believe me.
Because they actually, at that point, they don't know how to play.
So we can help them to kind of associate one to three that kind of road-shounding.
It's the numerals and the object. These children need to make that link. They don't
have that link when they stop EYFS. They don't know that. Children in reception will
not have that yet. That understanding. So you can use all sorts of kind of resources
to help you to establish that link between the words, the plural and the quantity.
They bring it all together because they don't have to become very good at that so
that they can do later months.
And that's kind of a lot of learning they have to do to make that link.
Okay, so we've got some good ideas there. Okay, and we've got a table there with Is
it Iqra there as well?
Yeah? Yeah? The resource we have is number lines. The concept was this. It seems
for adding fish use with the numbers in the network order and children can use
number lines.
And the visual panel would be the learning objectives.
Understand the concept of using a number line and how to use a number line for
different equations.
Good. And Again, the number line is exactly what I have said now.
