Pre-MATH
More than 1 - 2 - 3
TRY TO MEMORIZE THESE SYMBOLS
Top to bottom, left to right: 1, 7, 12, 3, 6, 4, 5, 10, 8, 9, 11, 2
NOW TEST YOURSELF:
This is a taste of what a child has to accomplish when learning numbers
Math is exciting but frustrating so make it fun!
Math concepts that adults understand may be very confusing to a young child, but pre-math activities are used in all of the LEARNING CENTERS, MUSIC, and GAMES – NOT just a specific math center.
Math Area and Small Manipulative Area
Shelves to display all of the items• Items in clear containers
Tables and chairs for the children to sit at play with their selection so they can:• Practice following directions• Practice problem solving skills• Increase visual perception skills• Observe and analyze objects• Practice new concept skills (on next slides) • Attach language and new vocabulary to the
math concepts such as…
MATH VOCABULARY(not just #’s in preschool)
Big & Little
together
High & Low
Wide & NarrowFirst, middle & Last Few & Many
Highest & LowestBunch
Once - Twice
Pair
Light and heavy
Long, tall, & Short
Same and differentMore and lessmost
group
EARLY MATH PROGRAMS should also:
Be HANDS ON (manipulatives – anything tangible)
• Sorting piling, and arranging things Filled with PLAY Include EXPLORATION Based on their level & interests Integrated into every day life
• Sequencing- compare / contrast, #, Cooking - Time - Money - Square Footage Fractions - Percents - etc.
Concept #1 = Counting(Introduce # recognition)
Learned by repetition and memorization• Let them hear frequent counting• Finger plays, nursery rhymes, and songs
One to one correspondence - Knowing that each object is counted once
• Touch each object as you count• Playing games like Chutes and Ladders.• Feed the Bear
• (roll a dice and throw that number of Bean Bags into the bears mouth)
• Counting each square as they hop into it
•Counting as you clap
TOUCH DOT NUMBERS
1 2 3 4 56 7 8 9
CONCEPT #2: Getting around
Spatial relationsMapsFollow directions
Concept #3 = SEQUENCING
The order of how things happen. What will happen 1st, 2nd, 3rd; First,
middle, and last; beginning and end.
SEQUENCING (cont.)
Activity: Divide into 4 groups. Assign each a group an action.
• 1 = Stand at attention• 2 = Arms straight out to side• 3 = Clap hands above head• 4 = Hands on waist
• Count and have every group do their movement – • Do it faster. • Do all 4 actions together.
What else can you put in a SEQUENCE?
Concept #4 = Time
Children can start to read a clock
Time concepts must relate to their world• The length of their favorite TV show, “sleeps”
Before and after, sequence, timers• Salt / Water Timer in a cup.
Have a digital clock next to a face clock
Concept #5 = CLASSIFICATION-SORTING & MATCHING
Putting things that are alike or belong together; categorizing.
Ask: Does this belong? Sorting trays help organize.clear cup, egg carton, muffin tin
CLASSIFICATION- SORTING & MATCHING
Activity:• Cereal Sort – how can you sort them?
What else can you SORT or MATCH?• Candy, shells, beans, socks, rocks, people
CONCEPT #6: Measure up
Measurement comparisons• Use your cereal to measure objects.
Measuring units: inch, pound, quart
CONCEPT #7 = Statistics & Probability
Graphing various qualities of an object.- Graph types of shoes that students are wearing
(tie, slip-ons, sandals/flip flops)
- Drop chips into a can and lay them out to see how many you made = a comparison graph between kids.
- Graph the Cereal you are given.• Graph by Color, shape, …. • Can also use the candy to measure items, fill spaces of a picture, do basic add and subtract problems, create a pattern, …
Concept #8 = ColorMATH SUN
Using crayons or markers, trace the number and do the following:
1 = Red 2 = Blue 3 = Green 4 = Orange 5 = Yellow 6 = Purple 7 = Pink 8 = Brown 9 = Black 10 = Your Favorite Color
12
3
4
6
7
9
8
10 5
6
CONCEPT #9: PATTERNS
Putting items in a certain, organized way.
Repeating specific group.• Pattern Pig - place a pattern of
stickers on a paper strip and “feed” the pig through a slit in his mouth
PATTERNS (cont.)
ACTIVITY - • Pass out Fruit Loops on a paper plate for every
couple of students.• Students are to make a pattern on a very small
(coffee/hot chocolate) using 10 fruit loops. • Put a small marshmallow on each end.
You have just created an EDIBLE ABACUS What else can be put in a PATTERN?
Concept #10 = Shapes and Form
The shape of objects• 2 & 3 dimensional• Shape identification - Use correct
names of shapes • Spheres, cubes, squares, triangle,
rectangular, prisms, cylinder
Pictures of shapes need name written on it (language development)• Play a game & move the # of
spaces of the # of sides (circle=0) Introduce Symmetry of shapes
Concept #11 = SERIATION
Size Relationships and Differences Putting things in order based on Size,
weight, and volume• Lightest to Heaviest• Largest to Smallest • Tallest to Shortest
• Go Fishing: attach a paper clip to fish of different sizes. Attach a magnet to a rope and fish. Put the fish in order by size.
SERIATION (cont.)
ACTIVITY:• Take one piece of Shoe String Licorice and break into
4 pieces of different sizes. Put in order of Shortest to Longest
• Have 4 students come to the front of the room. Group them according to body height and then hair length.
What else is an example of SERIATION?
Concept #12 = Money
Playing store helps children gain a sense of the cost of things
Children can start to identify coins• Pile High Game: Put 20 pennies in a pile. Roll a
die and take that many pennies from the pile. When the pennies are gone, the player with the most wins. Variation: if roll a 3 then put 3 pennies back.
“SMART”by Shel Silverstein
My dad gave me 1 DOLLAR BILL‘Cause I’m his smartest son-And I swapped it for 2 shiny QUARTERS‘Cause 2 is more than 1!
And then I took the QUARTERS And traded them to Lou-For 3 DIMES – I guess he don’t knowThat 3 is more than 2!
Just then, along came old blind BatesAnd just ‘cause he can’t seeHe gave me 4 NICKLES for my 3 DIMESAnd 4 is more than 3!
And I took the NICKLES to Hiram Combs
Down at the seed-feed store,
And the fool gave me 5 PENNIES for them,
And 5 is more than 4!
And then I went and showed my dad,
And he got red in the cheeks-
And closed his eyes and shook his head….
Too proud of me to speak!
MATHGames & Activities
MATH in Books SONGS & FINGERPLAYS
What are some Books, Songs & fingerplays that deal with MATH concepts?
• 5 Little Monkeys in a tree or on the Bed• 5 Little Speckled Frogs• 5 Little Ducks
• 1,2,3,4,5 once I Caught a Fish Alive6,7,8,9,10 Then I let him go again.
Why’d-ya let him go again?Because he bit my finger so!
Which finger did he bite?This little finger on the right.
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