Mathematics

Mathematics focuses on how children make sense of numbers, patterns, shapes, and problem-solving in everyday situations. It’s about understanding numbers, patterns, and solving problems in everyday life.

In this area, children are:

  • Learning to count and understand quantity
  • Recognizing number symbols
  • Exploring shapes and spatial relationships
  • Comparing things (big/small, more/less)
  • Noticing and creating patterns
  • Measuring and sorting objects
  • Using math during play and daily routines

Name of Activity:

Shape Hunt Around the Classroom

Originating Idea:

The children have been noticing shapes during play and in books, and often point out circles, squares, and other shapes in their environment.

Curriculum Area & KDI:

E. Mathematics – 34. Shapes: Children identify, name, and describe shapes.

Materials:

  • Shape cards (circle, square, triangle, rectangle)
  • Clipboards (optional)
  • Crayons

Appropriate Age Group:

Pre-K

Beginning of Activity:

Today we are going on a shape hunt! We are going to look around our classroom to find different shapes. Let’s review some shapes first—this is a circle, this is a square, and this is a triangle.

Middle of Activity (Scaffolding):

Early:
A child has difficulty identifying shapes. I will point to objects and say, “This clock is a circle,” and help them match shapes.

Middle:
A child can identify basic shapes. I will ask, “Can you find something that is a square?” and encourage them to search independently.

Later:
A child identifies shapes easily. I will extend by asking, “Can you find something with more than one shape?” or “What shape do you see in this object?”

End of Activity:

Today, you found shapes all around our classroom. You used your eyes to look carefully and name different shapes. Tell a friend one shape you found.

Follow-Up Ideas (2):

  • Go on a shape hunt outside.
  • Have children draw and label shapes they found.

Assessment: Children were able to identify and name shapes in their environment.

Name of Activity:

How Tall Is It?

Originating Idea:

The children have been comparing heights during play and often say things like “I’m taller” or “This is bigger.”

Curriculum Area & KDI:

E. Mathematics – 36. Measuring: Children measure to describe, compare, and order things.

Materials:

  • Blocks or linking cubes
  • Measuring tape (child-friendly)
  • Chart paper
  • Markers

Appropriate Age Group:

Pre-K

Beginning of Activity:

Today we are going to measure things! We can find out how tall or long something is using blocks or measuring tools. Let’s see how tall different objects in our classroom are.

Middle of Activity (Scaffolding):

Early:
A child may not understand measuring. I will model placing blocks one on top of another and say, “Let’s see how many blocks tall this is.”

Middle:
A child measures with support. I will ask, “Which one is taller?” or “How many blocks did you use?”

Later:
A child measures independently. I will extend by asking, “Can you measure two things and compare them?” or “Which is taller and by how much?”

End of Activity:

Today you measured different objects and compared their sizes. You used tools to help you find out how tall things are. Tell a friend what you measured.

Follow-Up Ideas (2):

  • Measure children’s heights and compare.
  • Measure objects outside (slides, trees, etc.)

Assessment:

Children were able to use tools or nonstandard units to measure and compare objects.

Name of Activity: Pattern Necklace Making

Originating Idea:

The children have been creating simple patterns during play with blocks and beads, and enjoy making jewelry.

Curriculum Area & KDI:

E. Mathematics – 38. Patterns: Children recognize, create, and extend patterns.

Materials:

  • Beads (various colors and shapes)
  • String or pipe cleaners
  • Pattern cards (optional)

Appropriate Age Group:

Pre-K

Beginning of Activity:

Today we are going to make necklaces using patterns. A pattern is something that repeats, like red, blue, red, blue. Let’s look at some patterns together.

Middle of Activity (Scaffolding):

Early:
A child places beads randomly. I will model a simple pattern like “red, blue, red, blue” and guide them to copy it.

Middle:
A child creates simple patterns. I will ask, “What comes next?” or “Can you make your own pattern?”

Later:
A child creates and extends patterns. I will challenge them by saying, “Can you make a more complex pattern?” or “Can you fix this pattern if it’s wrong?”

End of Activity:

Today, you made patterns using beads. You repeated colors and shapes to create your designs. Show a friend your pattern and explain it.

Follow-Up Ideas (2):

  • Create patterns using blocks or movements.
  • Do a pattern hunt around the classroom.

Assessment:

Children were able to create or extend a pattern using materials.

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