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CCEI430- Math Madness - HandoutWelcome to CCEI430
Math Madness
This course examines the current philosophy and strategies related to math curriculum in the earlychildhood setting. Long before they learn basic arithmetic, and even before they learn to read numbers,young children can learn the foundations of math. Early childhood teachers should focus on developingspecific cognitive skills, including counting, sorting, patterning, sequencing, problem−solving, and otheractivities that form the basis of higher order math skills.
Course Objectives:
By taking notes on the handout and successfully answering assessment questions, participants will meetthe following objectives as a result of taking this course:
Identify developmentally appropriate pre−math skills for early childhoodDefine and identify developmentally appropriate activities involving playing and exploring;matching; sorting and classifying; patterning; sequencing; estimating; counting; and numeralrepresentationDefine one−to−one correspondence and conservation of numberIdentify developmentally appropriate activities related to geometry, spatial sense, measurement,and time
References:
Developmentally Appropriate Practice in Early Childhood Programs, Revised Edition (2009) NAEYC PositionStatement. Washington D.C.
NSTA Blog; NAEYC Early Childhood Science Interest Forum (2011).http://nstacommunities.org/blog/2011/10/28/naeyc-early-childhood-science-interest-forum/
Herr, J. Working with Young Children, 7th Edition, 2012. Goodheart-Wilcox Company.
Morrison, George S. Fundamentals of Early Childhood Education, 2016. Pearson Education, Inc., UpperSaddle River, NJ.
Common Core State Standards (for Kindergarten and 1st Grade), National Governor's Association, 2016. www.corestandards.org/
Feeney, Stephanie, et al. Who Am I in the Lives of Children? Merrill, 2015.
50 Math Activities for Your Kindergarten Classroom (1997) Scholastic Inc., New York
Box It Or Bag It: Mathematics (1988) Donna Burk, Allyn Snider, Paula Symonds, The Math LearningCenter, Salem, Oregon
Children: The Early Years (2006) Decker, Cecilia Anita (ed.) The Goodheart-Wilcox Company, Inc., TinleyPark, Illinois
Learning Through Play: Math – A Practical Guide (1992) Sandra, Ph.D. Waite-Stupiansky, Nicholas G.Stupiansky, Scholastic Inc., New York
The New First Three years of Life (1995) White, Burton L. Prentice Hall Press, New York
The Child’s Construction of Knowledge: Piaget for Teaching Children (1983) George E. Forman and DavidS. Kuschner, NAEYC, Washington D.C.
Math Goals in Early Childhood
Pre-math skills:
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Stages of Pre−Math Learning
Important Note about Early Childhood Development
All young children develop at their own paces. References to developmental steps or stages should alwaysbe seen as guidelines, not as rules. Teachers may notice wide variations in skills and interests betweenvarious children. Thus, teachers need to adjust activities and materials to suit individual developmentalneeds.
Record important information and useful tips in the space provided for each topic below.
Playing and exploring
Matching
Sorting and classifying
Patterning
Sequencing
Comparing:
Sequencing:
Temporal sequencing:
What can a teacher do to help build a child's sequencing vocabulary?
Estimating
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Estimate
Counting
One−to−One Correspondence
Conservation of Number
Numeral Representation
Geometry and Spatial Sense
Spatial sense:
Fractions
Measurement and Time
Graphs and Charts
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Tips and Activities
Point Out the Usefulness of Numbers and Math
A Note about Developing Activities
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Try This!
Match Box
Collect several pairs of objects in a box. Children will enjoy rummaging through the box
in search of the pairs. Make sure you use unbreakable objects with no sharp edges!
Examples include:
Plastic salt and pepper shakers
Multicolored socks
Gloves and mittens
Pictures of animals or people’s faces
Try This!
Smart Sorting Supplies
Use muffin tins or egg cartons as “sorting trays” for small objects. Code the bottom of the
tins with different colors or shapes for matching. Objects to sort may include buttons, nuts
and bolts, washers, dice, coins, or dried beans. Be sure items used are not a choking
hazard for children!
Try This!
Music Connections
Music and math go hand in hand. In fact, brain research has revealed that mathematicians
and musicians use the same parts of the brain to “perform” their jobs.
Music and math both involve patterns. Learning to clap along to a song, or mimicking
another person’s clapping pattern, actually helps develop areas of the brain important for
math.
Try This!
Field Trip Recall
Are you planning any field trips this year? If so, plan to do a sequencing event while
you’re at it. Take photos of important stages on your trip, from the time your class left the
school until the time you returned. Make a photo record of all the main events during the
trip.
Place all the photos in a box, shake it up, and let each child choose one photo from the
box. Then, the students have to try to arrange their photos in sequential order.
Try This!
Put Counting To Use
Counting can be fun for children, and it is a common part of the preschool curriculum.
Here are a few ways to encourage children to count in developmentally appropriate ways:
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Count together to a predetermined number to signal “lights out” for naptime.
Use finger plays and nursery rhymes like “The Fishy Song,” “This Old Man,”
“The Ants Go Marching,” “One, Two, Buckle My Shoe,” “Ten Little Monkeys,”
and “Hickory Dickory Dock.”
Identify pairs, such as shoes, hands, eyes, ears, and mittens.
Count as you or the child point to objects at the same time.
Have children help pass out papers, napkins, spoons, etc.
Place numbers around the room and have children hunt for them on a “Number
Safari.”
Provide number puzzles and other manipulatives that allow children to hold and
feel the actual number shape.
Count the number of children so they can determine the number of chairs needed
at the table.
Try This!
Geo−Hunting
Young children can also learn about angles, shapes, and solids by looking at the physical
world:
Go on “rectangle hunts” trying to find all the rectangular objects in your
classroom.
Go outside and see what shapes and angles you can find in the surrounding
buildings, street signs, and automobiles.
Challenge children to find shapes in nature and see what they come back with.
Although perfect geometric shapes are fairly rare in most environments, children
can still discover leaves, bugs, rocks, clouds, and other objects with
familiar−looking shapes.
Try This!
Geo−Snacks
Yes, your mother may have told you never to play with food, but perhaps snack time can
be an exception. Here are some ideas for including geometry at snack time:
Give children a snack mix containing different, defined shapes: round Cheerios,
square crackers, pretzel sticks, etc. Then call out various shapes and have them eat
those shapes.
Cut children’s sandwiches or other foods into geometric shapes. Triangles are
common, but they not the only option!
Challenge children to create shapes with their food on their plates (make a “cereal
circle” or a triangle with three carrot sticks)
Below you will find many additional activities, including theme-based units.
1. Autumn math
2. Fourth of July math
3. New Year’s Day math 6 of 14
4. Spring math
5. St. Patrick’s Day math
6. Summer math
7. Thanksgiving Day math
8. Valentine’s Day math
9. Winter math
Each theme-based unit includes activities targeting the following pre-math skills:
1. Counting game
2. File folder game
3. Sorting
4. Classifying
5. Sequencing
6. Graphing
Autumn Math
Squirrel Math Squirrel Math is a counting game that promotes one-to-one correspondence. Purchase,
gather, or ask for donations of acorns or other unshelled nuts. (Marbles, stones, or other
objects can be used as well, as long as children can pretend they are nuts.) Put them in a
large container. When it is time for the group activity, you’ll need a die. Tell the children
that they are squirrels gathering nuts for winter. They can take as many nuts from the
container as you roll on the die. If the children really like this activity, they can move like
squirrels and pretend they are hiding their nuts inside a tree.
Sorting Game
Sorting: Give each child a small box (maybe an old shoebox) full of multiple items
associated with autumn. For example, several pinecones, acorns or other nuts, and
colorful autumn leaves will work well. Let the children group the items into piles. Ask
the children why they sorted the items the way they did and if they can think of another
way to sort them.
Classifying: Provide the children with different food items associated with fall, such as
nuts, apples, squash, and corn. Ask the children to divide the items into pairs and explain
why they sorted them that way.
Sequencing: Make picture cards showing the life of a tree. There should be one showing
a seed, a sprouting seed, a tree with green leaves, and a tree with leaves that have
changed color or fallen off. Let the children decide which order the cards should be
placed in.
Graphing: Before this activity, write “green” and “red” on appropriately colored pieces of
paper. Gather the children for a group activity and ask the children which color leaf they
like better—green or red. If possible, have a sample of each of these leaves. There should
be some children who will say “yes” and some who will say “no.” Explain to the children
that they are going to see how many children like green and how many like red. Put the
“green” and “red” pieces of paper on the floor, and have the children line up in parallel
lines so that there is a physical graph. Ask the children what they notice about how many 7 of 14
people like green or red.
Fourth of July math
Math game: Gather the children in a group and say that the whole class is going to be a
marching band in a parade. Let the children take turn rolling a die so the class knows how
many steps they get to march in the parade.
File folder game: Create different sizes of the American flag on white construction paper
and cut them out. Mount the flag pieces on tag board or cardboard and then trace the flags
in marker on the file folder. You may want to laminate or cover the game and pieces with
contact paper. Let the children match the flag pieces to the outlines on the file folder. The
game pieces can be stored in a plastic bag when the game is not being played.
Sorting: Give the children different colored and shaped plastic food items, representing
different foods eaten on a picnic. Let the children sort the food into groups by how they
taste—sweet, salty, sour, etc.
Classifying: Provide the children with different-sized and shaped plastic food items. Ask
the children to arrange the pieces into piles based on what type of food it is—meat or
vegetable, etc.
Sequencing: Give the children different sized and shaped plastic food items to the
children and ask them to arrange them into piles based on small, medium, and large.
Graphing: Label two columns on a large sheet of easel or mural paper as “yes” or “no.”
Illustrate “yes” and “no” by putting a happy face by “yes” and a frown by “no.” Gather
enough small items for the students in your class. For example, small people figures and
blocks will work. During group time, ask the children if they have ever seen fireworks or
not. Give each child an item to place on the paper, depending on their answer. The
children who have seen fireworks might place people figures in a line on the paper, while
those who haven’t seen fireworks might place blocks in a row on the paper. Ask the
children which line is bigger and the numerical difference between the longer line and the
shorter line.
New Year’s Day math
Math game: Gather several kazoos, horns or other party favors for blowing for a group
activity. Roll a die and ask the children to blow their horns as many times as the die
indicates.
File folder game: Create several pairs of clocks, showing different times, including
midnight, out of construction paper. Paste one clock from each pair on a file folder and
mount the other ones on tag board or cardboard. You may want to laminate or cover the
game pieces and folder with contact paper. Let the children match the clocks showing the
correct time. The game pieces may be kept in a plastic bag when the game is not being
used.
Sorting: Provide the children with boxes of confetti or torn up scraps of different-colored
construction and plates to place them on. Ask them to sort the confetti by color. 8 of 14
Classifying: Compile several different types and sizes of calendars showing January and
ask the children to sort them. Ask them why they grouped the calendars the way they did.
Sequencing: Make flashcards of a person’s life cycle. There should be a flashcard
showing a baby, one showing a young child, one showing a younger adult, and one
showing an older adult (maybe with gray hair). Ask the children to put the cards in the
right order of how people grow.
Graphing: Gather enough party hats of two different colors for the children in your class.
On separate sheets of paper, write “January” and “Other.” During group activity, place the
sheets of paper on the floor and ask the children to form lines by them based on which
month they were born in. Let the children who were born in January wear different color
party hats from the children who were born in the other months. If there aren’t any
children born in January in your class, you can let the children form lines based on if their
birthday is on the first or not, if they are wearing a watch or not, etc. Ask the children
questions about which line is longer, how many people were born in January, etc.
Spring math
Math game: Play a modified version of “Simon Says.” The teacher is in charge and tells
the children to pretend to be rabbits. In order for the children to perform any action, the
teacher must roll a die and then tell the children what to do. For example, the teacher
might tell the children to take two hops, eat three make-believe carrots, sniff four times,
etc.
File folder game: Make pairs of different-colored kites out of construction paper. Cut
them out and paste one kite from each pair onto the file folder. Mount the other kites on
tag board or cardboard. You may want to laminate the file folder and game pieces or
cover them with contact paper. Let the children find the kites with matching colors. The
game pieces can be stored in a plastic bag when the game is not in use.
Sorting: Create several butterfly cutouts of different textures. For example, use paper,
sandpaper, vinyl, cotton, and silk. Let the children sort the butterflies into piles.
Classifying: Cut out many different pictures of birds from magazines. If you want to save
these pieces, you may choose to mount them on tag board or cardboard and laminate
them. Let the children decide how to group the birds.
Sequencing: Create several simple pictures of bees on white paper. Color some of the
bees light yellow, some darker yellow, and the rest a very dark yellow. Cut out the bees
(you may mount them on tag board or cardboard and laminate them if you like). Let the
children arrange the bees in groups from lightest to darkest.
Graphing: Gather a large sheet of easel or mural paper and many different-colored sticker
dots. Make four columns on the paper, showing the labels “Red,” “Yellow,” “Blue,” and
“Other” colored in the appropriate color. Explain to the children about rainbows coming
in many colors and ask how many children are wearing shirts in any of the three colors
from a simple rainbow (red, yellow, and blue). Give the children wearing the rainbow
shirts the appropriate color dot to place on the paper by the appropriate column label. The 9 of 14
children not wearing red, yellow, or blue can place a dot of a different color, such as
green, in a line by the “Other” column label. Ask the children how the lines compare to
one another, how many students are wearing the most of one color, how many are
wearing the least of one color, etc.
St. Patrick’s Day math
Math game: Prepare a “pot of gold” before class. This could be a bowl or container
covered with black construction paper and filled with chocolate coins in gold foil. Hide
the pot of gold somewhere the children will not see it. You will need sheets of
construction paper and a die or spinner to complete the activity. During the group
activity, separate the children into small groups and assign them a color of the rainbow.
(In a small class, each child could be assigned a color of the rainbow.) Each group will
help build a rainbow to the pot of gold by laying down as many sheets of construction
paper as the teacher rolls on the die or spins. The children should count the sheets of paper
as they lay them down. When each group reaches the pot of gold, each child should
reach in and pull out a chocolate. Teachers might substitute special privileges written on
yellow paper as the “gold” in case any child is allergic to chocolate. For example, a child
might be assigned as the helper during group activities, etc.
File folder game: Trace a few pairs of pennies, nickels, and dimes onto appropriately
colored construction paper (for example, brown and gray). Cut out the coins and paste
one coin from each pair onto a file folder. You may want to mount the remaining coins
on tag board or cardboard and laminate them. (The file folder can also be laminated.)
Instruct the children to match the coin game pieces to the appropriate coins pasted on the
file folder. The game pieces can be stored in a plastic bag when the game is not being
used.
Sorting: Draw and cut out several shamrocks and four-leaf clovers from green
construction paper. Place them in a box and let the children sort the shamrocks from the
four-leaf clovers.
Classifying: Make several identical leprechauns wearing hats. Color the leprechauns’ hair
or hats different colors. For example, create some leprechauns with orange hair and green
hats, some with brown hair and green hats, and some with gray hair and green hats. Cut
out the leprechauns. Let the children separate the leprechauns into groups and explain
how they made the categories.
Sequencing: Create at least 12 green and black leprechaun’s hats out of construction
paper. Cut them out and paste six of them onto a sheet of paper in an alternating pattern
that repeats two or three times. Depending on the skill level of your class, you may start a
simple green-black pattern or a green-green-black or green-black-black pattern. You may
mount the remaining hats on tag board or cardboard for durability. The children should
use the pieces to complete the pattern.
Graphing: Hide several different types of coins (such as pennies, nickels, and dimes) in a
sand/water table. On a large sheet of mural or easel paper, make columns for the different
types of coins, showing a visual representation of each coin by its written label. Give the
children a time limit for finding the treasure. Let the children place the different coins in
the appropriate columns. Ask the children how many coins were found and how the lines 10 of 14
of coins compare.
Summer math
Math game: This activity could be done outside. Provide the children with bubble wands
and bubble solution. They can roll a die to see how many times they should blow
bubbles. In addition, they can count how many bubbles result each time they blow.
File folder game: Create several one-scoop ice cream cones out of construction paper.
The scoops and cones should be separate pieces. After cutting out the pieces, number the
cones and paste them onto the file folder. Number the scoops of ice cream with identical
numbers. You may choose to mount the ice cream scoops on tag board or cardboard and
laminate the pieces for durability. The children play the game by matching the numbered
ice cream scoops to the numbered cones. The ice cream scoop pieces can be stored in a
plastic bag when the game is not being used.
Sorting: Fill a bucket with various water toys and let the children sort them by
similarities.
Classifying: Purchase or ask for donations of many different types of sunglasses. Place
them in a container. The children can work in small groups or individually to decide how
to separate the sunglasses into groups.
Sequencing: Draw at least ten watermelon triangles. Number the watermelon triangles
from one to ten and draw the appropriate number of seeds on the triangles. Cut out the
triangles. For durability, you may mount them on tag board or cardboard and laminate
them. Let each child arrange the triangles in the proper ascending numerical order.
Graphing: Ahead of time, make two different colors of gelatin or pudding. Cut the gelatin
into squares and place them on plates or place a small amount of pudding in individual
containers. Gather two clear plastic cups, two eyedroppers, food coloring, and containers
of water. Use the food coloring to create two different colors of water, matching the
gelatin or pudding. For example, create a container of red water and a container of green
water if red and green gelatin will be tasted. Place the clear plastic cups, the eyedroppers,
and containers of colored water next to each other on a table. Each child should be given a
taste of both types of gelatin or pudding. When each child has decided which one he or
she likes best, he or she will use the eyedropper to place a drop of the appropriately
colored water in the clear plastic cup. At the end of the activity, ask the children to make
comparisons. You can ask which container has more, which has less, what food more
children liked, etc.
Thanksgiving Day math
Math game: Gather dice and numerous people figures. Tell the children that they are
going to find out how many friends they will invite for Thanksgiving dinner. The
children can work in small groups. Give each group a die and pile of people figures. The
children will roll a die to determine how many people figures to take from the pile. After
a certain time, you can tell the children to stop and compare the number of friends each 11 of 14
person gets to invite for dinner.
File folder game: Draw several different types of pies. For example, pumpkin, apple, and
cherry pies. Be sure to make the pies the same size. Cut each pie out and then cut each pie
in half. Paste one half of each pie onto the file folder. The remaining pie halves can be
mounted on tag board or cardboard and laminated. Children complete the activity by
matching the appropriate pie half pieces to the pies pasted on the file folder. The pie
pieces can be stored in a plastic bag when the game is not being used.
Sorting: Compile several pictures of turkeys from magazines. Cut them out and mount
them to tag board or cardboard, if desired. Let the children compare the pictures and
arrange them into piles based on their similarities and differences.
Classifying: Gather classroom items related to Thanksgiving from which you can make
sets. For example, plastic food items, people figures, and hats are good choices. Divide
the items into sets of three or four, making sure one of the items in the sets is something
that doesn’t belong. An example of this is to make a set of three plastic food items and a
car. The children can work individually or in small groups to decide which item does not
belong in the set. Ask the children to explain why an item doesn’t belong in a set.
Sequencing: Create enough pilgrim hats and feather headbands for the class. Give half of
the children pilgrim hats and half feather headbands. Make a people pattern, using
volunteers. For example, ask for a child in a pilgrim hat to start the line, and then ask for a
child in a feather headband to stand next to the first child, etc. When the pattern has
repeated at least three times, ask the remaining children what they notice about the line.
After the children have guessed the pattern, they may complete it by placing themselves
in the appropriate spaces in the line. This activity may be repeated with the roles reversed
so everyone gets a chance to observe the pattern.
Graphing: Gather sheets of construction paper in two different colors, glue, yarn, tape or
putty, and 2 sheets of poster board. Cut the sheets of construction paper into strips, so that
there are enough strips for everyone in the class. Attach the two pieces of poster board to
the wall, with the tape or putty. Make sure to hang the poster board at a height that the
children can reach. Cut two small pieces of yarn, form them into loops, and attach them
at the top of each piece of poster board. You will ask the children a question during the
activity. For example, “What are you most thankful for—clothes or toys?” Create labels
for the two options and place each under the appropriate poster board. Decide which
color construction paper you will use for each option. After each child has answered the
question, give each an appropriate colored strip of paper. The first child will loop the strip
through the yarn and fasten it with glue to begin the paper chain. After all children have
answered and added their loop to the chain, ask the children questions about the results.
Valentine’s Day math
Math game: Lead the children in a game of “Heart Bingo.” Ahead of time, make game
cards out of sturdy paper, such as tag board or cardboard or cardstock, etc. Each child
should have one playing card. Cut out the game cards and separate them into large grids.
Label the spaces in the grids with different numbers from one to six (if using one die) or
one to twelve (if using two dice). Purchase a bag of conversation hearts; the children will
use these to cover the number that you call out after rolling the die. The game can be
played competitively with the winner being the first to get a row of hearts or you may just 12 of 14
end the game after a certain period of time.
File folder game: Cut out several pairs of hearts from construction paper. Number each
pair of hearts, writing the numeral on one heart and the word for the numeral on the other
heart. Paste the hearts with the words on a file folder. You may mount remaining heart
pieces on tag board or cardboard and laminate them for durability. The children play the
game by matching the hearts with numerals to the hearts with the words. The heart pieces
can be stored in a plastic bag when the game is not being used.
Sorting: Gather as many different stuffed teddy bears as you can. You may have to ask
parents for donations or ask the children to bring in a bear from home ahead of time. Let
the children make pairs from the collection.
Classifying: Collect various types of old Valentine’s Day cards from donations. If you are
unable to obtain cards, it may be a good idea to ask the children to make Valentine’s Day
cards as a separate activity. Once the cards are collected, encourage the children to
separate them into groups and explain what characteristics of the cards they used as
guidelines.
Sequencing: Obtain white, pink, and red flowers. Either potted flowers, plastic or silk
flowers, or even flower seed packets showing these colors will work. Let the children sort
the flowers from lightest to darkest (white, pink, red). You may have different shades of
pink or red. With potted flowers, you could also ask the children to put the flowers in
order by how strong their smell is.
Graphing: Purchase Hershey’s kisses and a type of non-chocolate treat, such as heart-
shaped lollipops. Make sure that the candy is not a choking hazard for the children. Label
two columns on a large sheet of easel or mural paper “Chocolate” or “Candy” and draw a
visual representation of each. Ask the children if they like chocolate or candy best. Give
each child the appropriate item to place in a line on the paper. You can ask the children
how many items there are, and how many more children like either best. After the class
has finished analyzing the results, let each child eat the chocolate or candy.
Winter math
Math game: Prepare snowflakes for each child ahead of time. You could make snowflake
cutouts by folding white construction paper and cutting creative shapes along the fold. If
you prefer, you could use cotton balls or peanut packaging as snowflakes. When it is time
for the group activity, you’ll need a die. Give each child at least six snowflakes and have
them stand up. After you roll the die, tell them to raise their arms and drop that many of
snowflakes over their head. This can repeat until there is a nice layer of “snow” on the
floor that the children can play in.
File folder game: Use basic shapes, such as circles, squares, triangles, and rectangles to
make a wintry scene out of various colors of construction paper. For example, you could
make a snowman from three large circles for the body, two small circles for the eyes, a
small triangle nose, and a half-circle mouth. Depending on the skill level of the children,
you may make the picture more elaborate, by adding other features into the scene, such as
a house with smoke coming from a chimney. Once you have drawn the shapes, trace the
shapes on a file folder. You may mount the shapes on tag board or cardboard for
durability. The children complete the activity by matching the shape pieces to the outlines 13 of 14
on the file folder.
Sorting: Gather a pile of winter clothing (coats, caps, sweaters, scarves, mittens, etc.).
You may have some of these items in your dramatic play center or you may either ask
parents for donations or purchase these items at a thrift store. The children can sort the
clothing items by texture, size, color, etc.
Classifying: Obtain pictures of animals that can live in very cold weather, such as the
arctic hare or snowshoe rabbit, arctic fox, arctic wolf, seals, penguins, polar bears, and
reindeer. You can either cut these from magazines or print them from the Internet. Give
the pictures to the children so they can examine them and make groups based on their
similarities and differences.
Sequencing: Ahead of time, freeze water in different-sized containers. Remove the ice
from the containers and place on a tray or in the sand/water table. Let the children
arrange the ice in order from smallest to largest, shortest to tallest, thinnest to thickest,
etc.
Graphing: Make “yes” and “no” labels on a sheets of paper, with a smiley face for “yes”
and a sad face for “no.” Ask the children: “Do you like cold weather?” After they have
answered “yes” or “no,” tell them to draw a picture of themselves in cold weather on a
sheet of paper. When the children have completed the pictures, you can arrange the
drawings and the labels on the floor or a wall with enough space (you might want to hang
them horizontally). Ask questions about how many children are happy during cold
weather, how many are not. Then you can also discuss the drawings!
Congratulations! You have now completed “Math Madness.” Remember that rote
counting is not the way children learn math skills; help them develop the concepts that
are the foundation for math by classifying, patterning, sequencing, comparing, ordering,
and learning one-to-one correspondence. Use the math activities on your handout in the
classroom and watch your children’s math skills blossom!
14 of 14
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