By Quonesha Williams

1. MATH ACTIVITY CENTER
Based on high quality environments and learning standards.
By: Quonesha Williams

2. ACCOMMODATIONS
Infants: Infant math activities should revolve around interactive talking .(April)
Any child with special needs may need some slight modifications to help them be more
successful in the classroom which may include changes in the environment, schedule or
activities, and having a therapist visit periodically to work with that child.
Materials should be easy to access and should be in different variety to help children learn
different things like counting, sorting, color coordinating, etc.
Materials should be rotated at least monthly and used in different ways to keep children
engaged.

3. DIVERSITY
Diversity is understanding that
every child is different whether
its gender, race, ethnicity,
sexual orientation, age,
physical abilities.
“Familiar objects and
situations add meaning to any
math exploration and help all
children understand and use
what they learned(Nemeth).
Ways to ensure diversity is
being used in the math center:
Complete task that has to be
done in a specific order
Build structures with blocks
and cardboard
Sorting crayons, puzzle pieces,
or play dough to make use of
old and broken pieces.
Add bilingual activities
Acknowledge different
holidays, calendars, and more
from different cultures rather
than just focusing on one.

4. MATERIALS IN MATH
CENTER
• Counting Category : Teddy Bears for counting
and sorting by color, Beads, flash cards, puzzles,
and counting games.

5. MATERIALS CONTINUED
• Measuring Category : Timers,
Measuring Cups, Balance Beams,
Rulers, Foot Size Measurers.

6. MATERIALS CONTINUED
• Comparing Quantities Category: Chart and graph activities,
Playing Cards, Toys and games that require children to
figure out “more or less”, cubes, Abacus.

7. MATERIALS
CONTINUED
Manipulatives: Cash
Registers, Money, Puzzle
Pies, Transparent Counters,
Geometric Shapes,

8. MATH CENTER FURNITURE

9. SKILLS AND
ABILITIES
• A math activity shouldn’t
be only a one time thing. It
should be repetitive.
• What skills and abilities do children develop from
the experience of having daily access to
(materials, interactions in your topic area)?
• Students will learn persistence, reasoning and
problem solving, number and operations, shapes
and spatial relationships, measurements,
patterns, relationships and change, and
collecting and organizing information,

10. EXAMPLES
OF SKILLS
AND
ABILITIES
Persistence: Try various shapes in a shape sorting toy until the shape
finally fits
Reasoning and Problem Solving: Explore objects characteristics
Number and Operations: “You have two eyes, so does your bear.”
Shapes and Spatial relationships: “Some of the crackers we have
today are square, and some are round.”
Measurements: “Lets count how many footsteps it takes to get to the
mailbox.”
Pattern, relationships, and change: “I put the blocks in the bucket, you
dump them.”
Collecting and Organizing Information: “Lets put the big lid on the
big bowl and the small lid on the small bowl.”

11. TEACHER ROLE
The teachers role is to observe
students individually and in a group
to establish the progress of the child
individually and the class as a whole.
The teacher should give feedback to
students, helping them understand
that its ok to fail because practice
makes perfect.
It’s the teachers job to allow the
student to gain the confidence of
completing task on their own.
The teacher is to notice and make
specific comments about the child's
efforts to achieve a goal.
It’s the teachers job to provide
enough materials for children to
explore without everything being
limited. Multiple students are able to
play with the same materials.

12. MILESTONES
• Social and Emotional (36
months to 48 months)
• Children Learn to: 1. Follow
simple rules and routines
with guidance. 2. Manage
transitions, shifting
attention from one activity
to another.(Page 6)
Help and Support By: 1.
Creating simple rules for daily
routines using child's words
and input. 2. Responding to
individual children in ways
that support a successful
transition. 3. Reminding
children ahead of time to
prepare for upcoming
activities and rehearsing
needed strategies. 4. Keeping
it simple when guiding
behavior. 5. Gaining
children's attention before
giving direction. 6.
Supporting dramatic play.
(Page 6)

13. SOCIAL AND EMOTIONAL
CONTINUED
48 months and older children learn to: 1.
Focus attention when completing task or
problem solving. 2. Show growing capacity
to maintain concentration overtime on a
task or question.
Help and Support By: 1. Support child's
attempt to problem solve and manage
conflicts. 2. Giving gentle support to
negotiate sharing recognizing that young
children are still unable to regulate
emotions and take other points of view
consistently.(page 6)

14. APPROACHES TO LEARNING
• 36 months- 48 months children learn to: 1. Grow in ability to persist in and complete task,
activities, projects and experiences. 2. Increase persistence in activities despite frustration or
disappointment. (page 8)
• Help and Support By: 1. Providing adequate time and support for child to complete
increasingly complex games and tasks. 2. Presenting colorful books by themes with easy
access. 3. Grouping books with like objects. (Page 8)
• 48months and older children learn to: 1. Recognize and solve problems independently. 2.
Increase ability to set goals, develop plans, and complete task. 3. Show growing capacity to
maintain concentration over time.(Page 8)
• Help and Support By: 1.Encouragng child to try new approaches without intervening. 2.
Providing props like clipboards, calculators and measuring tapes to prompt teamwork in
pretend play. 3. Creating projects for child to work on overtime. (Page 8

15. REFERENCES
• Cryer, D, Harms, T, and Riley, C. (2003). All about the ECERS-R. New York, NY: Teacher’s
• College Press.
• Cryer, D, Harms, T, and Riley, C. (2004). All about the ITERS-R. New York, NY: Teacher’s
• College Press.
• Harms, T, Clifford, R, and Cryer, D. (2003). Infant toddler environmental rating scale.
• New York, NY: Teacher’s College Press.
• Harms, T, Clifford, R, and Cryer, D. (2005). Early childhood environmental rating scale.
• New York, NY: Teacher’s College Press.
• Virginia Department of Social Services. Milestones of Child Development. Retrieved from
• http://va.gapitc.org/wp-content/uploads/2014/03/Milestones_Revised2014.pdf
• Whitener, C. (n.d.). Activities. [PowerPoint slides].
• (n.d.). Retrieved from
https://www.naeyc.org/resources
/pubs/tyc/oct2017/make-math-
meaningful-diverse-learners.
• (n.d.). Retrieved from
https://www.naeyc.org/our-
work/families/math-talk-infants-
and-toddlers.
• April. (n.d.). Retrieved from
https://www.kaplanco.com/blog/
post/2017/03/08/fun-math-
activities-for-infants.aspx.