Early Childhood MathEarly Childhood Math
Katrina BakerKatrina Baker
• Method – Singing and rhythmic movement
• Skill – Verbally count in sequence
• Materials - None
• Procedure – Invite the children to join you in counting through ten. Then try doing one clap for each
count. Can you jump to ten? Continue giving one specific movement or tone of voice for each counting
beat: whispering, twisting, using high or squeaky tone. Be Creative!
• Evaluation – Note whether children seem to follow others to sustain the count or whether they are
independent counters. How high are they comfortable counting?
• Resource – Everyday Mathematics – University of Chicago School Mathematics Project pg 38
• Method – Count out a given number of objects
• Skill – Fine motor, number names and quantities
• Materials – connecting cubes (other possible stations – craft sticks, pattern blocks, beads)
• Procedure – Set up station where children are asked to count out a certain number of a given
manipulative. Each station should only have one type of manipulative. If you have a large number of
children you can have one station dedicated to a certain number or use this as a small group activity
and call out each number seperately or have number cards.
• Evaluation – See if the children count out the given number unassisted and whether they can
represent a number in different ways.
• Resource – Math on Call – Great Source Education Group pg 127
• Method – Cooperative Game, Listening and Speaking
• Skill – Sorting, groups
• Materials - none
• Procedure – Gather the class or a small group of children and have them sit in a circle. Remind them
of things they have sorted recently and share a few examples of grouping. Tell them that today
they are going to sort children. Explain that you are going to sort the children so that all the
children with long sleeves are sitting together and all the children with short sleeves are sitting
together. Then have the children suggest different ways they can be sorted.
• Evaluation – See if the children can get more complex with their sorting and reinforce this game
during transition times
• Resource – Everyday Mathematics – Math Masters pg 321
• Method – Group mapping activity
• Skill – Spatial reasoning and simple maps
• Materials – paper, markers and a “treasure”
• Procedure – Help the children recognize the landmarks on the simple map of the classroom and
discuss their location in the room. Tell the children you have a hidden treasure in the room for them
to find using the map. Draw a large X where the treasure is hidden and a path from the starting
point and see if they can find their way through the room to the treasure.
• Evaluation - See if the children can make the connections between the objects in the room and on
• Resource – Everyday Mathematics – pg 287
2 Dice Sums
• Method – Small group addition activity
• Skill - addition
• Materials – 2 dice and something to write numbers on
• Procedure – have the children roll the dice and count the dots and write the number.
Then get the children to count both sets of dots as one and write out the simple
problem with the answer.
• Evaluation – See if children make the connection between the written number and the
number of dots as well as the written problem.
• Resource – Elementary Math Activities Set – Manipulatives box card #24
• Method – Small Group Game
• Skill - Simple Subtraction
• Materials – one or two dice and small counters (or any small items)
• Procedure – Let the children all start with the same number of items in front of them. The children
will then take turns rolling the dice. They will count the number of dots and remove theat many
items from their pile. The first child with no items left wins.
• Evaluation – See if the children understand the concept of taking away that number of items. You
can write the starting number and how many are taken away to represent the problem to the child
as you play.
• Resource - Elementary Math Activities Set – Manipulatives box card #32