Structure of the Class

During the entire KidsBrain Mental Development programme, we use an

active and playful method that employs different types of activities.

 Warm-ups: Games, songs and short activities that activate the mind
and prepare students for the learning process.

 Inputs: Explanations or small group activities that present the content

to the students and how to use it.

 Independent work: Activities and/or games that students carry out on

their own after having been given instructions by the teacher.

 Stop-and-go or recovery activities: Using car terminology, we could

define these activities as a pit stop to refuel, in this case a child's
energy. They are games and small activities where students recover
from the mental fatigue generated from the independent work
activities. They can then continue ready and active to carry on
learning in class.

 Reinforcement: Small descriptions and/or activities that reinforce

and clarify doubts about what they have previously practiced and
learnt.

 Competitions: These are mainly carried out in teams, changing

students around from one session to another. This creates group
awareness, encouraging students to trust each other, which will
improve their ability to build friendship.

 Relaxing activities: Games or activities that help children to relax

and to recover after the mental energy applied during class.

 Exams: Tests are carried out during and at the end of each level,
verifying not only daily observation, but the child's achievements as
well.

Structure of the Books

The book for students contains everything they need for comprehensive
learning: activities to learn arithmetic with the abacus, as well as activities
that develop mathematical thinking, memory and imagination, among
others. Not to mention English, of course.
The book has an identifying icon that corresponds to each activity, letting
students know which activity they will be carrying out. During the first
lessons, it is important that teachers state what each icon means and explain
the different activities that students will carry out, as well as how best to do
so.

-Let's Learn

This icon refers to activities where students learn new concepts about how
to use the abacus.

This type of exercise needs to be explained. Many of them start with an

arithmetic problem, in which case the teacher reads the problem out loud
or, with older students, asks one of them to do so. Students are asked what
operation is needed to solve the problem, and once the students have
understood what they have to do, both teacher and students proceed to
carry out the activity together.

Sometimes it will be necessary to return to these activities in order to

review and revise previously-learnt concepts.

-Let's Use the Beads

These activities are carried out with the abacus. Students carry out these
exercises on their own, requiring only a little help from the teacher. While
students are working, it is very important that the teacher carefully monitor
their sitting position, how they hold the abacus and how they move the
beads.
-Let's Practice

These activities improve skills and practice what has already been learnt.
However, unlike the previous exercises, the abacus is not needed here.

This icon refers to exercises including Speed Writing, setting numbers on

the abacus, etc.

-Let's Think

Activities under this icon are ones that do not require the abacus, yet are
just as important for the student's cognitive development. They are
activities on mathematical reasoning, on spatial vision and on
concentration...

-Let's Listen and Use the Beads

The activities that are found under this icon are where teachers read a
sequence of equations out loud and students carry them out with the help of
the abacus.

For each book, these equations are indicated in the teacher's guide.
Let's Visualise

These activities are mental calculations.

For this type of exercise, a high level of concentration is required, so

classes need to be held in complete silence.

It is very important that teachers carry out these exercises with their
students first, before they go on to perform them individually. Teachers
give the answers to the equations out loud while students simulate the
movement of the beads with their fingers.

To begin with, it helps if students have the abacus in front of them so that
they can see it and simulate the movement of the beads.

Later on, through practice, the image of the abacus becomes printed in their
mind and it will no longer be necessary for them to physically visualise the
calculation tool.

Notebook

Each book for students is accompanied by another book, which we call

Notebook and in which students carry out all the exercises that require a
pencil and paper. The following activities are not found in the book for
students: equations review, number dictations, Speed Writing, tests...

Teachers must monitor the appropriate use of this book, including that it
only be used when the teacher says so.

Student Monitoring

Student Assessment

Assessment is an on-going process that is part of the teaching and learning

method. In no case whatsoever will it just depend on the results of an exam
or test.

Teachers must be aware and use the necessary means so that, along with
the results of the child's activities and tests, they can rate how the learning
steps are being used towards further mental efforts and other everyday
situations. If necessary, teachers should exchange information with parents
about their child's learning progress.

Assessment is based on collecting information. Some of the tools listed

below can be very useful when it comes to assessment: systematic
observation (progress sheets, data sheets, check lists), tests (oral, written,
practical, individual and collective).

At KidsBrain we carry out different follow-ups with the students:

 Daily check.

 Abacus test.

 Final certification.

 Evaluation of objectives.

Daily check.

KidsBrain teachers should check attendance in each session and keep a

record of each student's development in aspects such as the use of the
abacus, understanding and using English, class work, looking after
material, behaviour and participation.

If a student does not attend a class and/or does not bring their material, the
teacher must write down this incident on the teacher's platform so that
parents are aware of the incident.

With the data collected, the teacher will fill in a chart every 4 lessons on
the evaluation pages that are at the end of each student's book.
  Fill in the chart

 Mark each corresponding progress area with an x.

 In "Observations", state test results, number of absences and other

comments that the teacher considers to be important (positive
remarks).

Whether the general results are outstanding or average, teachers must

include in Observations a comment of congratulations or the cause of
unsatisfactory progress.

It is important that teachers keep their coordinators informed of their

students’ progress and of any incidents that might happen in the classroom.

Abacus test

In each level, students carry out a series of written follow-up tests to assess
their progress. These follow-ups encourage students whose results are
below average to improve.

In the first levels, 0 and 1, the test will be dictated by the teacher; teachers
will dictate the equations while students carry them out with the abacus at
the same time. From level 2 until 6, the test will be done at the end of each
book by themselves.

Students have to write down the answer in their Notebook, and when
teachers finish dictating the equation, they say “and the answer is..." and
the students will write down the answer or put an X if they do not know the
answer.

The purpose of the oral test is that students use the abacus to carry out
calculations, not traditional algorithms. We have noticed that many
students sit the test with the simple equations already written down and
without using the abacus.

The answers and the test, are found on the solutions teachers book.

Teachers help groups of younger children or children who don't know the
numbers in English yet by writing them on the blackboard or using the
flash cards, but without writing down the complete equation.

Students can correct the tests themselves, exchanging Notebooks so that

they don't correct their own (to avoid cheating). It is important to remember
that solutions are not to be erased; a "tick" is marked for a correct answer
and a cross is placed over an incorrect answer, writing the correct answer
next to it.

The second option is that teachers collect all the Notebooks or books and
corrects the tests themself.

We have to be flexible with the smaller kids, 1st year of primary, It is better
to carry out one block of the test per class and not the full test in one single
lesson.

Test results are given in different % and indicated in the Observations of

the corresponding evaluation section found at the back of each student's
book. It is important that the teacher keeps a record of the test results in
order to carry out the final evaluation.

In order to carry out the abacus test with students, active teachers can find
the following procedure under the documentation section.

Final certification

The final qualification that allows students to pass to a higher level is

calculated in the following way:

 Aptitude: 20%

 Attitude: 20%

 Tests: 20%

 Final Exam: 40%

All students with a good report receive the corresponding academic

KidsBrain certificate.

In order to carry out the final certification of students, active teachers can
find the following procedure under the documentation section.

Evaluation of objectives

The process of teaching and learning of students in the KidsBrain activity

leads a series of objectives being reached. This implies starting at an
“initial stage” (which should be known) from where changes generated by
this teaching and learning will occur.

With the aim of measuring this progress in each and every child, an
assessment test has been designed and will be carried out every four
months during the course in order to show the progress that has been made
in the items that need to be assessed (an initial assessment and 3 quarterly
assessments).

As such, we can both internally evaluate the success of the KidsBrain

Method in the students and involve the parents of the progress of their
children, basing ourselves on concrete and measurable facts.

We will focus the assessment on three essential points of the child’s

learning in the KidsBrain classes:

 Knowledge of the English-language

 Knowledge of the numerical mathematical language (infant)

 Cognitive development

 Use of the abacus

The document that details the procedure of the assessment of

objectives "PF-06 Procedure of the assessment of objectives of KB
method students" is available to teachers with groups assigned to them on
the teacher’s plataform/documentation section, along with the documents
of “Student Assessment” for the different levels. In this document you will
find the different items that need to be assessed.

Once the group assessment has been carried out, each student’s results will
be saved onto the teacher’s platform so that the area coordinator can have
access to them.

Corrections

For children to gain self-confidence, it is important that they take

responsibility for the corrections as well.

In the KidsBrain methodology, it is important that the students correct their

own work, as it develops independence.

If we give students the opportunity to correct their own work, we are

making them responsible for their own progress. At the same time, we help
them to become self-taught, which is the best way to learn.

Once most students have finished the exercises, their teacher will write the
results on the blackboard and give students another chance to do them
correctly.

If the exercise is done correctly, students will tick a correct answer and
cross out an incorrect answer, writing the correct answer next to it.

As students do not finish all at the same time, those who finish first can
check their results amongst each other, and if they are different, they can
repeat the task again with the abacus.

While students are working, it is important that teachers correct bad sitting
postures and make sure that students are using the right fingers for correct
movement of the beads.

Homework

At KidsBrain, we are not in favour of our students being given homework,

as the time they spend at home should be reserved for school homework
and playing.

At this point in the course, you should already have come to the realisation
that the secret to using the abacus is to practice. As we carry out one or two
classes a week, KidsBrain teachers must encourage their students to use the
online students’ platform in order to practice more, but not to regard it as
homework.

The objective of the online platform, LEARNING WITH BRAINY, is that:

 Children understand what they have learnt in class.

 Children practice with the abacus in a playful way.

In general, it is recommended that students:

 Practice for 5 to 10 minutes three or four times a week.

 Explain to their parents how the abacus works and what they usually
learn in class.

 Complete the tasks that even though they had enough time, were
not completed during the session.
Classroom Management

Classroom management is the use of procedures and teaching techniques

that encourage a safe and efficient learning environment.

Although every teacher has their own way of running a class to meet the
needs of each lesson, KidsBrain offers their teachers a manual to make it
easier for them.

How to Start

Most teachers get used to the different behavioural attitudes of each student
and quickly establish a working routine. How do they do this? Studies on
class organisation and management led Texas Research Development
Centre for Teacher Education to suggest that succeeding in controlling a
class from the beginning of the course depends on at least three factors:

 Making sure activities start as soon as possible.

 Anticipating bad behaviour.

 Stopping bad behaviour as soon as it starts.

Starting Activities

It is essential to get activities started in order to effectively control a class.

The first activities usually have a simple organisational structure and the
exercises carried out are usually interesting and easy to do, with clear
instructions. Teachers are often very active, moving about the class,
helping students to complete their exercises and taking part in the activities.

It is important that activities take shape in the class, meaning that students
always have something to do. Teachers can also start learning how the class
reacts to the different activities and how each student joins in individually.

Anticipating Bad Behaviour

Exemplary classroom management anticipates bad behaviour before it even

starts.

It does so by establishing rules and procedures that are communicated to

the students in a clear way.

It does not assume that students will automatically follow instructions. In

primary school, rules and procedures are often taught explicitly, even
rehearsed, not just implied. Their compliance is carefully controlled until it
is evident that students follow the procedures on a regular basis.

Stopping Bad Behaviour as Soon as it Starts

When bad behaviour occurs, exemplary classroom managers stop it

quickly, either repeating instructions in order to reorient the students
towards a more acceptable behaviour, or telling them off. Teachers are able
to intervene quickly because they play a very active part in the activities
and in the students' behaviour.

Teachers frequently use positive and negative reinforcement so that

children respect the rules. However, it is important to remember that in
order to avoid bad behaviour, the answer is not just in keeping order in a
class. Without rules implemented or activities being carried out, avoiding
bad behaviour will only have a small effect on a long term basis. In fact,
dealing with bad behaviour by stopping activities that are being carried out
will only discourage the desired behaviour. Effective classroom managers
rarely stop an activity that has already began or communicate the rules
regarding behaviour that have to be followed.

When working with a class that is likely to be unorganised, it is important

at the beginning of the course to emphasise activities rather than bad
behaviour. In this type of group, the following frequently occurs:

a) Several students are prepared to join in on any disruption as soon as it

happens.
b) Many of the well-behaved children, however, will act as innocent
spectators to the bad behaviour.

In other words, mischievous students will quickly join in and the rest of the
class will encourage them. Under these circumstances, bad behaviour on
behalf of one student will quickly become the main topic that can easily
stop an activity. A teacher who continuously corrects this bad behaviour
increases the influence of the spectators, thus contributing to the
interruption of the activity. In the long run, it is better to ignore minor
violations in order to keep up the rhythm of the class.

In Summary

How a class starts is how it will continue for the rest of the year. Students
expect teachers to establish class procedures and enforce rules. Teachers
must therefore demonstrate their ability to professionally handle the class.
Students will always try to test their teacher's limits.

Order in a class begins when the teacher portrays:

 A clear teaching programme.

 Experience of what will probably happen in a class.

 The ability to make decisions in a conclusive way.

 Play, Learn & Grow

Play, learn & grow...

Learning with KidsBrain, is based on introducing the abacus as a
game.

The base of the KidsBrain learning method is to use the abacus and
learn English, but in order to achieve a complete favourable outcome
in the children’s education, in KidsBrain we use different games to
improve their concentration and keep their body and mind active
during the whole class.

Numbers Dictation

These exercises appear under the Let's English icon at different

levels in the book for students. The speed of the dictation and the
numeral amount of each number will depend on the level of the
class.

Depending on what numbers the students have learnt in English, it is

advisable, in addition to the exercises in the book for students, that
these exercises also be carried out during Warms-up and
Reinforcement activities, when exercises are carried out in their
Notebook.

There are two methods for this type of exercise:

 Children have to write down the numbers as their teacher dictates

them. Students have to be very attentive and concentrated in order to
write down all the numbers. They are told that they cannot interrupt
the teacher in order to repeat a number, so if a student hasn’t heard or
 understood one, they must leave a gap and proceed with the
following one.

 In the second case, students cannot start writing until all the numbers
have been dictated, so they must memorise the numbers and wait
until the teacher tells them to start writing (the numbers must be
written in the same order in which they are dictated).

Importante

The numbers that are dictated do not appear in the teacher guides as
it is up to them to adjust the difficulty of the exercise to the level of
the class. It is therefore important for teachers to write down the
numbers in order to remember them for when it comes to correcting
the dictation.

Objective

To improve short-term memory and concentration and to become

familiarised with numbers in English.

Oral Calculation

In these exercises, children have to use their listening ability to

calculate the final result of a series of numbers (additions and
subtractions) that the teacher will dictate out loud.

The difficulty of this exercise varies depending on: the speed at

which equations are dictated, the quantity of numbers, and the end
result of each number in the equation.

In the first levels, these exercises are always carried out with the help
of the abacus. It is in the higher levels that they are carried out
mentally and without the abacus.
The numbers that will be dictated in each equation are in every
teacher's guide.

Speed Writing

Children have to write a sequence of ten numbers, which could be

consecutive numbers of one digit, for example from 1 to 0, from 2 to
20 of every second number, or simply a random set of 10 numbers.
Students have to write them down as many times as possible during a
certain timeframe. It is important for the sequence to be written from
left to right and from top to bottom.

Students cannot rub out any mistakes they make; that sequence will
not be accounted for, so they pass on to the next one.

When students begin to use Small Friend and Big Friend rules, there
are Speed Writing exercises in their books, where numerical
sequences are replaced by a series of rules. This helps students
memorise them.

The Speed Writing exercises that are in the students' books are
carried out without being timed, where students are simply
encouraged to finish the sequence as fast as possible, putting their
hand up once they have finished to avoid interrupting those students
who have not yet completed the sequence.

Additional exercises of this kind can be carried out in

the Notebook. The methodology of the activity is the same as the
one in the student's book, but this time the exercise does not depend
on completing a chart. In this case, the teacher tells students that they
have 30 or 60 seconds, during which time they have to carry out the
maximum number of possible sequences.

With the help of a watch, teachers tell their students when to start
writing and when to stop, using the words "hands up".

Objective

To improve coordination and to become familiarised with numbers

and rules.

Let's Visualise Exercises

These may be the most important exercises of the whole programme.

At the beginning, students learn how to carry out arithmetic
calculations on the actual abacus.

However, from the very beginning, a procedure of becoming

independent from one's abacus begins, where what you have learnt
gets transferred to an imaginary abacus.

Visualisation exercises vary in difficulty depending on the level.

During the first years of the programme, students carry out exercises
in order to learn how to visualise the abacus and the movements of
the beads in their mind. They then continue to perform simple
calculations, whereby students keep their fingers up in the air, as if
they were holding an abacus in their hands. Teachers dictate numbers
and control that the finger movements of moving 'imaginary beads'
on the 'imaginary abacus' are correct.

These exercises appear in the students' books under the Let's

Visualise icon.

Let's Think Exercises

This is a series of exercises to practice the logical thinking and

concentration. Among these exercises are Sudokus, sequence
exercises, pentominos...

These exercises appear throughout the students' books with a brief

explanation of how they should be done.
KidsFast

KidsFast is carried out using special cups that students have to

assemble in different stacks and as quickly as possible.

This is a very entertaining activity and the kids love it. It can be used
for warming up, for relaxation or for a "break" during class.

This activity can be extended over all the six levels of the KidsBrain
programme, increasing the difficulty of the games and activities.
There are different levels of the game that teachers can alter
according to the age of their students.

All KidsBrain students can participate in tournaments, competitions,

etc. Even though the child's age is important, it does not necessarily
mean that the older you are the better you are.
 Objectives

 To improve hand movements, hand grip and positioning.

 To work faster with hands and fingers, which improves the speed of
using the abacus.

 To develop brain links that will improve eye-hand communication.

 To exercise short and long-term memory. While they learn how to do

the exercises, they will be exercising their short-term memory,
whereas once they have learnt and practiced on a daily basis, they
will be developing their long-term memory.

 To carry out an exciting, motivating, and at the same time relaxing

KidsBrain class activity that the children will enjoy.

Vocabulary

Up Stacking
Term used for piling cups on top of each other to form pyramids
(hands cannot be on both pyramids at the same time while stacking
up or stacking down).

Cycle Stack
This is a stacking sequence that combines stacks of 3 - 6 - 3, 6 – 6
and 1 - 10 - 1 in this order. Stackers conclude the cycle with the cups
in the position 3 – 6 – 3 “not stacked".

Down Stacking
Term used for stacking cups down from pyramids (hands cannot be
on both pyramids at the same time while stacking up or stacking
down).
Stacking down must follow the same direction as stacking up (for
example, if you stacked up from left to right, then you must stack
down from left to right too).

Tumble
Term used for cups that fall during the process of stacking up or
stacking down. The "tumbles" must be corrected, so when a Stacker
lets a cup fall, only they can put it back in place.

Stack
An individual group of cups stacked or not stacked in piles of 3, 6 or
10. Or a specific pyramid that is a combination of individual piles.

Stacking Sequence
Term used to describe the order in which the cups should be stacked
up and stacked down.
3 - 3 - 3: Cups must be stacked up and stacked down from left to
right or from right to left (individual preference), in three piles with
three cups in each one (3 - 3 - 3).
3 - 6 – 3: Cups must be stacked up from right to left or from left to
right (individual preference), in three piles, where the pile on the left
has three cups, the pile in the middle has six and the pile on the right
has three (3 - 6 - 3).

Cup
A specially designed plastic cup specifically made for Stacking.

The Cups

What are the cups used in this activity like?

Special Edge
Thanks to the special wedged edge, when one cup is inside another,
it does not completely fit as there is a separation. As a result, you can
easily hold the top of the cup placing another one in its place. You
can also let a cup that is located in another cup drop. In order to do
so, simply release your finger that is holding the bottom.
 Reinforced Brim
The brim of the cup is reinforced accordingly, with a smooth and
clean finish. Its function is to be able to easily hold the cup with your
fingers and increase their resistance to possible deformations.

The Inside of the Cup is Smooth to Reduce Friction

The KidsFast cups are smooth inside to reduce friction

Three Holes
There are three holes at the top of the cups which are necessary in
order to be able to stack faster. The holes allow air to pass quickly
when you're stacking down.

"Memory" Cups
KidsFast cups have "memory". If a single cup is squashed by
accident, the cup will return to its original shape.

Games and Activities

The following are the main games that we carry out in KidsFast
during the first levels.

Levels are as follows (suggestions only):

 Beginners: Single 3 and 3-3-3. Single 6.

 Level One: Single 3 and 3-3-3. Single 6 and 3-6-3. Single 3 – One
Hand.

 Level Two: Single 3 and 6, 3-6-3 and 3-3-3. Single 6 – One Hand.

Single 3
Single 6
3 - 3 - 3 Sequence

3 - 6 - 3 Sequence
KidsMusic

Hand Clapping Games: Body Percussion Games

Hand Clapping Games involves sounds by "tapping your body and other
objects", using body movements like snapping fingers, arms and hands;
using your thighs, chest, feet, fingers and other parts of the body. At times
we can also use objects, like the KidsFast cups.

Objectives:

 To sensitise one’s body and locate its parts according to space-time.

 To coordinate movement and develop fundamental motor functions.

 To encourage teamwork.

 To develop the capacity for concentration.

 To develop psychomotor skills, coordination and laterality through

rhythm.

From sharp to low sounds, from up to down on the body's axis, the most
commonly used are the following:

Whistles or clicking sounds: They can be carried out with your fingers,
hands together or in turns, but due to the difficulty that this presents in
early ages, it is replaced with a "clicking sound “.

Clapping: Around different parts of the body (over your head or chest,
between your legs or feet, on one side and the other, behind your back).
The most common effects are a sharp sound made with your hands
stretched out and a dull sound with the hollow of your hands. We can also
have different intensities depending on how we tap our fingers on our other
palm, be it with one, two or three fingers.

Knees or thighs: Tap hands, together or taking turns, on your thighs or

knees in a standing or sitting position. We can cross our hands, tapping
them together or taking turns.
Feet: In a standing or sitting position with one or both feet together and
taking turns. We can introduce variety with the tips of our toes and heels.

Throughout the course, activities will be introduced where the difficulty of

coordination will increase.

Rock the Beat

Aim of the Game:

Synchronise signs with your hands, following a beat with the other players
and trying not to make any mistakes. A penalty object is handed out for
each mistake. At the end of the game, the player with the most penalties
loses (see video demonstration).

Preparation:
The teacher assigns a sign to each player (if there are more than 10 players,
divide them into teams and assign each team one with a sign), and the 10
cups are gathered and distributed as penalty objects.

Here is an example of how a game starts:

Step 1

Players follow the same rhythm: the beat of Queen's song “We Will Rock
You”, with two little hits on the knees or on the table followed by one clap.
Step 1 should be repeated several times before starting any round, to make
sure that everyone is in sync.

Step 2

- The player with the best sense of rhythm or the one chosen by the teacher
starts:
- They make their own sign instead of the little hits.
- They hit their knees a few more times.
- They pass the rhythm on to a player of their choice by using one of the
signs that are in play.
If playing in teams, the rhythm goes clockwise or anti-clockwise so that the
teacher can announce changes in direction or skips.

Step 3

The player that has next been chosen:

- Hits their knees twice like the rest of the players.
- Replies by doing the same sign.
- Hits their knees twice more like the rest of the players.
- Passes the rhythm on to another player in the same way.

Be careful!

 When a player/team does their sign, all other players continue to

follow the beat with a few hits to their knees and one clap.

 A player is allowed to do the sign of the person who just passed the
rhythm on, but they cannot pass their own sign on to themselves.

Now another round can start: all players start the rhythm and the
player/team who ends up losing starts a new round with a new sign.

End of the Game:

The game is over when the tenth penalty cup has been handed out. The
loser or the losing team is the one with the most penalty cups and the
winner is the one with the least.

Advice

The teacher will have to slow down the rhythm in a game that has many
mistakes or speed it up if a mistake takes a while to be made.

Flash Cards

Students must try to figure out what number is represented by the beads on
the abacus' picture, called a flash card, or set the beads on the abacus at the
number that is shown on the flash card.
  The teacher will show three to six flash card sequences and students
must write down the answer in their Notebook.

At higher levels (Book Three onwards), they are used for mental
calculation by adding the sequence amounts shown on the cards.

Objective

To improve photographic memory, imagination, creativity and mental

arithmetic.
To help students get used to the different positions of the beads on the
abacus.

Flash Cards Bingo

The teacher gives out 4 to 6 flash cards to each student with the abacus side
upside down, giving out consecutive numbers, for example 10 to 50, to
remember from what number to what number needs to be said out loud.
Once they are given out, the teacher starts saying random numbers, and if a
student has them, they will turn over their flash card. The first student to
turn all their cards over puts up their hand, says bingo and becomes the
winner.

This game can also be carried out by students writing down 5 to 10 random
numbers in their Notebook (teachers always say from and to what number
can be used); the teacher will start randomly picking out the flash cards,
and the first student to cross out all the numbers in their Notebook is the
winner.

Counting Games

Different types of games can be used.

Simple Counting Game

Students stand in front of their chairs and in order from left to right or right
to left, they have to take turns counting the numbers.

If a child makes a mistake, he will be told the correct number and he will
repeat it and continue the sequence.

Muted Numbers

First the teacher indicates what number they are going to count from and
to. Once two rounds have been completed with all the numbers, two
numbers will be eliminated from the sequence. A student is chosen to begin
the sequence, and the student who has to say the muted numbers will have
to create an action such as staying silent, clap, put up his hand, stand up,
say a word...

From the third year of primary, the action that is carried out instead of the
eliminated numbers can be complicated, by selecting two different actions
for each one of the eliminated numbers (put your right arm up for one and
your left arm up for another).

Forbidden Numbers

This consists in banning a number or numbers that have a certain digit.

Example: "Number 3 is forbidden". Students must not say the numbers
that have a 3 (3, 13, 23, 30, 31, 32, 33...), and when they have to say one,
they must skip it and say the one that comes next.

The teacher will first indicate the forbidden number, as well as what
number is going to be counted from and to. The game starts once two
rounds have been completed.

Random Counting Game

This game can be carried out using any of the above varieties. The only
thing that changes is that you do not follow an established order. The
teacher will ask students at random, which will encourage them to
continuously pay attention at all times.

Recovery Counting Game

When a student makes a mistake, he must sit down. However, when the
next student makes a mistake, those who are sitting are given the
opportunity to answer. If their answer is correct, they can stand up and get
back in the game, which encourages students to pay attention even if they
have been eliminated.

Children in third year infant groups start with a series of numbers from 1 to
10. Once most of the students have learnt these numbers, they will continue
with numbers from 1 to 20, then 1 to 30...

From third year primary groups onwards, the sequences can be from 1 to
100.