Use a marker to write individual numbers on the inside bottom of cupcake liners. To begin, write the numbers one through five in the cupcake liners. Place the liners on a flat surface in a jumbled up order.
Instruct a child to look at the numbers written on the inside of the cupcake liners and have him arrange the liners in numerical order. Provide help if necessary.
Provide the child with a bowl filled with small objects, such as buttons, pebbles or jelly beans. Instruct her to name the number in the first cupcake liner and have her count out and place an amount of objects that is equivalent to the number into the cupcake liner. For example, if the number one is written inside the first cupcake liner, she should count out one object and place it in the liner.
Encourage the child to follow the same procedure with each cupcake liner until all of the liners are filled with objects. Have him point to and count each cupcake liner to further reinforce number recognition. Once students exhibit an understanding of the numbers one through five, create liners for the numbers six through 10.
Use sidewalk chalk to write out numerals one through five on pavement. Write the numbers in a straight line.
Instruct your students to stand in a single-file line behind the first number in the number line. Ask children to tell you what it is that they see written on the ground in front of them.
Inform students that they are going to jump on each number and as they do, they are to state aloud the name of the number. Demonstrate the activity for them.
Encourage the first child on line to begin the activity. Once the first child has jumped on each number in the line and named each of the numbers, invite the next child on line to take their turn to do the same. Allow each child to complete the activity. Offer help with naming the numbers if needed.
Once students exhibit a mastery of the numbers one through five, add the numbers six through 10 to the line. You can as many numbers to the number line as you feel your students are capable of processing.