Why Number Jump Path works

Follow a short numbered route and perform one controlled movement at each number. Choose five floor positions and assign them numbers one through five. The numbers can be spoken or shown on large securely taped cards.

Set up — Choose five floor positions and assign them numbers one through five

No special materials are needed before the child is asked to choose five floor positions and assign them numbers one through five. Support the child directly if they struggle to choose five floor positions and assign them numbers one through five; do not explain the whole sequence before they try to the numbers can be spoken or shown on large securely taped cards. Keep the floor clear and the movement controlled during the opening round.

Step 2 — The numbers can be spoken or shown on large securely taped cards

Ask the child to the numbers can be spoken or shown on large securely taped cards. Compare what happens with the earlier step to choose five floor positions and assign them numbers one through five, then continue by asking them to the child walks to number one, does one gentle knee lift, then continues in order once the difference is clear.

Step 3 — The child walks to number one, does one gentle knee lift, then…

Let the child the child walks to number one, does one gentle knee lift, then continues in order and treat the result as information rather than simple repetition. If it is unclear, repeat that action before asking them to change the action at each number: clap, reach, turn, march or freeze.

Step 4 — Change the action at each number: clap, reach, turn, march or freeze

One careful attempt to change the action at each number: clap, reach, turn, march or freeze is enough at this stage. Before the child tries to use large flat markers that cannot slide, ask them to show or describe what differed from when they had to the child walks to number one, does one gentle knee lift, then continues in order.

Step 5 — Use large flat markers that cannot slide

Use the result of asking the child to use large flat markers that cannot slide as a clue for the next decision. Do not move on to use large flat markers that cannot slide until this step has a clear purpose.

What to notice before Use large flat markers that cannot slide

When the sequence reaches the instruction to change the action at each number: clap, reach, turn, march or freeze, watch for whether the child can change action or direction deliberately without losing control. If they can connect what happened while trying to the child walks to number one, does one gentle knee lift, then continues in order with the final instruction to use large flat markers that cannot slide, the sequence is making sense.

Make The child walks to number one, does… easier or harder

Change difficulty one variable at a time around the step where the child must the child walks to number one, does one gentle knee lift, then continues in order. For support, shorten the route, slow the pace, or use fewer actions; for a stronger round, add one remembered action or direction change without increasing speed before the child finishes by trying to use large flat markers that cannot slide.

Finish after Use large flat markers that cannot slide

Keep jumps optional and replace them with steps whenever balance or floor grip is uncertain. When that step is complete, Number Jump Path has done what it was designed to do. Find the next activity in the activity search, or make a new one with the activity generator.