Math Skills
Develop understanding of numbers, a sense of space and an understanding of basic geometric shapes, create and duplicate simple patterns, sort and classify objects, and learn how to use a variety of non-standard and standard means of measurement.
Develop understanding of numbers
- Rote counting (i.e., 1 2 3 ...)
- Count objects using one-to-one correspondence
- Compare sets of objects using language
- Arrange sets of objects in one-to-one correspondence
- Understand concepts of part and whole using real objects
- Identify ordinal numbers
- Associate numeral name with set of objects
- Understand the concept of estimation
- Recognize numbers
- Understand the concept of currency as an exchange
Create and duplicate simple patterns
- Independently create patterns using objects
- Copy a pattern using sounds or physical movements
- Recognize and reproduce simple patterns of objects
- Reproduce and extend a pattern using objects
- Spontaneously recognize and identify patterns in the environment
Sort and classify objects
- Match like objects
- Sort objects using one characteristic (attribute)
- Classify objects using more than one characteristic (attribute)
- Sort and classify objects using self-selected criteria
- Explain sorting or classifying strategy
- Participate in creating and using real and pictorial graphs or other simple representations of data
Develop a sense of space and an understanding of basic geometric shapes
- Recognize, describe and compare basic geometric shapes
- Use classroom materials to create shapes
- Use language to indicate where things are in space: positions, directions, distances, order
Learn how to use a variety of non-standard and standard means of measurement
- Associate & Describe the passage of time with events
- Order two or more objects by size (seriation)
- Use mathematical language to describe experiences involving measurement
- Measure the passage of time using non-standard or standard measures
- Measure the length of objects using non-standard or standand measures
- Measure the volume (capcity) of objects using non-standard or standard measures
- Measure and compares the weight of objects using non-standard or standard measures
Ways to support instruction at home
- Encourage children to identify coins by name as they place them in a piggy bank
- Let your child count out coins for purchase at a store.
- Before giving your child a snack, have them estimate how many (crackers, cookies, etc.) are in the container.
- Estimate how many steps it will take to walk from the kitchen to the front door.
- Encourage counting frequently in daily routines, such as counting forks as you put them away.
- Create games around counting, such as counting the number of doors, windows, and telephones in your home.
- Choose books from your local library that encourage counting, sush as Splash by Ann Jonas.
- Build one-to-one correspondence by letting your child set the table. Show him/her how to put one plate, one cup, and one fork at each place
- Ask you child to find shapes by saying. "Find something that is round or something that is triangle."
- When riding in the car, identify the shape of street signs.
- Put your child's shoes in a pile and have them match the pairs of shoes and then put them away.
- Develop the concept of part to whole by doing a puzzle. Make your own puzzles by cutting apart magazine pictures and gluing them back together again. You can also take the front of cereal boxes and cut them apart to create your own puzzles.
- Have your child help sort laundry by putting socks in one pile, shirts in one pile, and towels in a pile.
- Count items around the house. Pennies, spoons, cotton balls, etc.
- Begin counting 0-5.
- Make patterns! Point out striped patterns, review that patterns repeat, and make your own patterns! (An example might be: white bead, blue bead, white bead, blue bead, and so forth.)
- Discuss the parts of your day: what do you do first? Second? Third? Fourth?
- Let your child hunt for numbers in a magazine or newspaper! They can circle the numbers or even cut them out.
