Objects in Order (Ordering)
Children can order three objects that vary in one size dimension.
Three objects of the same shape that vary in one size dimension, such as diameter.
WATCH WHAT I DO! Line up the objects in order from fattest to thinnest
(longest to shortest, tallest to shortest). Now I’ll MIX THEM UP. (Do so)
PUT THEM IN A ROW LIKE I DID. If the child does the task with three
objects, try it with five.
Note whether the objects are placed in correct sequence.
Shape Matching (Matching)
Child can match shape pieces to the same size shape piece on the shape mats.
• 48 shape pieces
• 8 mats
Place the Shape Mats to the matching sides. Have the child match shape to
The child should be able to make all matches.
Shape Sorting (Shape)
Child takes a shape, and then places it on the corresponding mat with the shape
• 48 shape piece
• 8 mats
These fun sorting pieces provide an irresistible way to practice sorting hands-on.
The child should be able to sort all shape pieces on the correct mat.
Group of Objects (Comparing)
Shown a set of one and six or more, the child can identify which set has more.
• Twenty counters (eg., peanuts, bears, and cube blocks)
Place tow groups of objects in front of the child: one group with a set of one
object and one group with a set of six or more. Ask WHICH HAS MORE (object
name)? POINT TO THE ONE WITH MORE.
Note if the child identifies the group that contains more.
Block Sort (Classifying)
While playing the child groups the blocks by various criteria such as color, shape,
size, class name, and so on.
• Assortment of blocks
As the child plays with the blocks, note were their toys are grouped by
classification criteria, such as color, shape, size, class names, and so on. Ask;
Show me the red blocks? Find some square blocks.
The child should naturally group by similarities, should be able to group objects
by at least on or two colors, and should be able to find object from the same class.
Counting & Link (Numbers)
Child can count the correct links.
• Elephant Number Card
• Linking Chains
Invite a child to choose and elephant and identify its numbers. Help the child
count out the corresponding number of links.
Child should be able to, put the correct links of the elephant and count them.
Scale measuring (Measurement)
Child evidences an understanding that different
containers hold different amount.
• Different size containers, fill with
• Different items such as rice, water, beads, beans, and so on
Let the children experiment with filling and pouring. Note any behavior that
indicates they recognize that different containers hold different amount.
Child should experiment, filling, containers and measuring which on weighs
How Likes Spiders? (Graphing)
Graph who likes and dislikes spiders in the classroom
• Poster board
• Smiley face cutouts
• Spider cutouts
• Talk with children about Spiders
• Talk about the different kinds of spiders. Explain how many different spiders
• Discuss how many legs spiders have.
• After talking about spiders, have the children put their smiley face under the I like
spiders or dislike spiders.
• Allow time for the children to talk about spiders.
• Talk about which roll is taller, which roll is shorter and which if they may be the
• Count each roll to see if more children like or dislike spiders.
Children learn about spiders and why we have spiders in the world. Who likes or
Given a spatial relationship word, the child is able to place objects relative to
other objects on the basis of that word.
• Several small containers (four small plastic glasses)
• Several small objects (four small toys figure fish, dog, and mouse)
Put the fish (dog, mouse) in the container. Repeat using other space words: on,
off of, out of, in front of, next to, under, over.
Observe whether the child is able to follow the instructions and place the object
correctly relative to the space word used.
Apple’s (Parts and wholes)
The child can recognize that a whole divided into parts is
still the same amount.
• Knife (for teachers use only)
Show the child the apple. “How many apples do I have?” After you are certain
the child understands that there is one apple, cut the apple into two equal halves.
“How many apples do I have now?” “How many apples do I have now?” Then
cut the apple into fourths and eights, following the same procedure.
If the child can tell you that there is still one apple when it is cut into parts, she is
able to mentally reverse the cutting process and may be leaving the preoperational