# Term 2 Week 7 – Writing Number 3

As you might have realized last week we started working with the numbers that start with a curve.  Number 3 is such a number.

After remembering the formation and the animal which helps us remember its shape, the children practiced this value by sticking 3 eyes on the friendly monsters that you can see outside our classroom.

They also recalled that the number 3 numicon shape is yellow with 3 holes.

Writing number 3

As you all know by now our main focus is on the formation.  The children have to say the steps that are in the rhyme above or use language which is close to this rhyme, whilst writing.  This is a difficult number to write for most children so if the rhyme does not help I also use the following:

1. Start at the dot.
2. Go round
3. Stop
4. Pull back
5. Go round again.

This usually helps them with the correct formation.

Other important points

• I always remind the children that we start writing from the line at the top left and proceed to the right side, than we go down to the next line and start from the left hand side at the very edge. Usually whilst explaining I physically show them on paper as they might not know right from left.  Also children at this age have a tendency to just pick a box and fill it in and then choose another at random.
• When we start writing this number we have to curve straight away. We cannot write a horizontal or a sleeping line as I like to call it.
• After the 1st curved part I point out that we stop for a very little bit but our pencil is still touching the paper, than we curve again. I do this to try and avoid having a space between the top curve and the bottom curve of number 3.
• We write this number all at once. We do not lift our pencil from the paper until the number three is done.  The children need a reminder for this at times.
• I also remind them from time to time to write the number in the box.
• If they have just a dot in a box, that is not a mistake but they have to use their imagination and remember how to form the number. At times they would need guidance from where to start and to where they need to proceed.

We also worked a mixed page were the children had to count objects and match them to their corresponding number.