Mental Number Lines and Abacus Strategies for Preschoolers (Part 1 Of 2)

Mental number lines begin developing in early childhood, and are important for learning math. In this class we use Montessori-inspired play, drama, story-telling and toy-making to develop number line thinking to solve real-life problems.
106 total reviews for this teacher
1 review for this class
Completed by 1 learner
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35 minutes

per class

Once per week

over 2 weeks


year olds


learners per class

per learner - per class

How does aMulti-Daycourse work?

Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries

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Class Experience

Learning outcome 1: I can use number words to count the quantity in a group of things using one-to-one correspondence and subitisation.

Learning outcome 2: I can extend my abilities to count with help from another person. This might include extending into:
- counting the quantity of things in an even larger group;
- counting-out a group of things;
- working out how many things are in a group using subitisation or mathematical operations; 
- using n+1 counting; 
- counting backwards;
- skip counting; or
- noticing and correcting errors in counting.

Learning outcome 3: I can use mathematical thinking and words to form relationships to, and connections with, people and objects in my world. 
As a qualified Early Childhood Teacher, with degrees in Nursing, Early Childhood Education and Play Therapy (and as a parent myself!) I am passionate about developing children's mathematical skills. These early skills form the foundation and a vital resource for living and learning throughout childhood, adolescence...and beyond. For this reason, I have completed advanced skills training in early childhood mathematical education, including the Mathematical Trajectories approach, and Jo Boaler's mathematical teaching methods, developed at Stanford University. 

Over the years, I have learned that rote learning, worksheets, tests, flash cards and attempts to "try to teach" young children how to "do" maths, often backfire. These approaches can leave children confused, disengaged or even oppositional and resistant to mathematical learning. Because these approaches are abstract they do not provide young children with the concrete and "real-world" context they need for maths to "make sense" and seep into their bones. As children learn that there is only "one correct way" to do mathematics, their confidence can quickly diminish when they get something wrong. 

Therefore, my approach as both a teacher and a parent, is to recognise that little children learn best through playing, and talking about things that interest them. Imaginative and physical play in particular, sparks children's curiosity, their desire to engage, and their own, inner motivation to use and experiment with mathematical concepts. In this way, well-designed play not only fosters an incredibly strong foundation for mathematical skills (such as methods of counting and performing operations), it also supports their sense of confidence, their range of problem-solving skills, their flexibility in mathematical thinking and - most importantly - their identity as a confident and competent mathematical learner.      
The only homework assigned in this group is PLAY!!! There is an optional at-home activity following session 1. 
An important element of play-based and deep mathematical learning in early childhood is access to OBJECTS. 

When you enrol, I will send you a recipe for a simple home-made dough (it is a little different from play-dough) consisting of flour, water and salt. Please bring this dough to the first class.  
Learners will not need to use any apps or websites beyond the standard Outschool tools.
I will assess children's capabilities, understandings and progression throughout the program, in our using conversations and play. This is developmentally appropriate for the age group. There is no testing, written or formal assessment used.  No child will be "measured". Following the course, I send each parent a brief "report" of the skills and strengths their child used in the class activities, and any suggestions for future learning.  If you require this feedback in a specific format (e.g. for homeschool reporting purposes) please let me know *before* the class starts, and I will do my best to assist.   
35 minutes per week in class, and an estimated 0 - 1 hours per week outside of class.

Slinky Malinky Cat Flaps (Lynley Dodd)


Alice Campbell (she/ her)
Lives in Australia
Early Years Teacher, Nurse & Therapist - Small Personalised Groups - Play-Based & Nature-Based Learning - Humanised Relationships
106 total reviews
195 completed classes

About Me

Hello! My name is Alice. I am qualified as a nurse, Early Childhood Teacher and Play Therapist. 

I help families from all over the world, who have had difficulty in finding high-quality, meaningful alternatives to the ‘conform-comply-control... 
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