Here is a selection of matching examples. Some are 'card-to-card', others are 'card-something else' (which might better be called 'labelling'.
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The purpose of these examples...
...is to give those who feel at a loss as to how to use the cards to have some ideas. Please remember the cards are only part of your cupboard of goodies. I mean just that. If you are to produce frequent novelty with 'surprises', there needs to be some gentle rationing!
The problem with language...
...is so serious that it deserves whole pages to itself. In the meantime there are some do's and don'ts in the passages below. Some are my inventions, most are based on years of experience, many are also based on sound theory. You will not wish to go too deeply into that: just believe me.
Your child may not understand the (gentle) commands, or (simple) questions. Everything you say is easy for you to comprehend. Some of what you say is just 'parental noise' to your youngster. Too much noise and it will be blanked-out.... end of high-flying career options. You will not wish to think too deeply about that: just believe me.
Very unclear matching. Not even an adult could work-out what is required, or even whether this is a task or solution.Matching all the Usk cards related to 'two-ness'. This is an adult-only task. It is quite a chore. I suggest that most of these cards are kept in the cupboard until needed. Matching the four Usk cards related to 'six-ness'. The word 'six' should be kept out of sight until spellings are covered at 'school'. This sequence of four cards applies to digits 6...9. There are several more variations for 5 and below.BEWARE: 'Can you count the number of bananas here?' Reply 'Yes of course – but why should I tell you?' I did actually make a similar reply to my parents, once upon a time.This is the correct answer to 'Please place the appropriate card, so the the number on the card matches the quantity of bananas.' Repeat for anything appropriate all round the home. (Think: Health and Safety, Risk Assessment!)There are many notes that are important to this.
Using the Usk Word Cards needs to wait until there is confidence
An absolute rule of maths is 'You cannot add pears to oranges'.
You can, sensibly and correctly, ask 'How many fruits are in the bowl?'
Placing cards containg the answer can help or hinder
The option '8; is not available drom the selectionof cards available. There are two 'correct' answers: provided the appropriate fruit is named. (And assuming the child knows what pears and mandarins... satsumas... are.)Caption textCaption text
