• Activity Title
• Sorting & Counting Christmas Items
• GLE represented 9: Sorts concrete objects by an
• 5: Compares sets of objects using the words
• And more/less/fewer
• Materials needed 4 different types of Christmas items; a
sorting tray; a dry-erase board and a dry-erase marker; a
bag to put the items in
• Directions: Each child picked an item from the bag. We
then took turns sorting the items. Each child placed
his/her item in the correct square (using the sorting tray).
After this was done the students counted the number of
items in each square of the sorting tray. The teacher
recorded their answers on a dry erase board. The
students identified more/less, etc.
• Evaluation Teacher observation; completed tally on the
dry erase board; and student participation
• Line-Up Count Down
• GLE’s represented – M1 – Count by ones to 10.
• M4 – Identify numerals 1 to 5.
• Pervasive Interwoven Theme – Mathematics as Connections
• (Topics within mathematics are interconnected; Problems and
• are connected to other subject areas and to real-life,
• Materials needed: Large number cards
• Directions: When it is time to line up after outdoor playtime, I
ring a bell. Then I begin the ―COUNT DOWN‖ and by the time I
get to the number one, all the students should be in line. As the
first ten children line up, they are each handed a number. After
all the children are in line, we ―COUNT DOWN‖ again and the
child with the number holds it up when it is counted.
• Note: At the beginning of the year, I count up.
• Evaluation: Any type of number recognition or counting out loud
activity can be used as an evaluation.
• GLE represented Number and Number Relations -
Materials needed: 5 di-cut snowmen with numerals
1-5 per student, zip lock bags
Directions: Students put snowmen in numerical
order 1-5. Have students point to numerals
counting forward and backward.
• Activity : Number Tree
• GLE : Counting 1 to 10; Identifying numerals; Count a set of 5 or
fewer objects by establishing a 1 to 1 correspondence between
names and objects
• Skill: Matching numeral with the number of objects
• number cards (1-10)
• (* number words can also be added in the cards so the
students will be familiarized with it.)
• Cut out apples (or any fruit that is in season so that the class
can relate with what goes around in their environment)
• Cut out tree that is posted on the board
• Place a number card on the tree and ask a student place the
number of apples that will correspond to the number card.
• To differentiate the activity, the teacher can make it a bit
difficult by placing a number card and some apples on the tree.
Then ask the student if they need to put up some more or take
some apples so that they will have the same number with the
number card. (ex. 5 ; place 3 apples – How may apples do I need
to put up to make it 5)
• Number Scavenger Hunt
• GLE Represented: M2, M4, ELA24 (You could also utilize
other GLE’s depending on what items you ask the child to find).
• Materials: Familiar objects around the classroom.
• Directions: To extend the one-to-one correspondence lesson
teaching the number from Number Bear’s hat, have the child
locate that number of objects around the classroom. For example,
the number for the month is 5. Instead of counting the objects
that are attached to Number Bear, ask the child to locate 5
objects in classroom such as 5 small/big cars, 5 red blocks, 5
crayons, 5 books, 5 circles, etc. Extend further if child finds the
incorrect number of the item. Ask classmates to help by asking
―John found 4 cars. Did he find too many or not enough? How
many more does he need?‖
• Evaluation Evaluate mastery of objective by observing
correct/incorrect response of child. You could also observe
mastery by other students who offer assistance and give the
• Math: Patterns
• GLE #13 Patterns(PK-CM-P2)(P-1-E)
• Objectives: The students will be able to recognize and copy repeated patterns.
• Materials: Santa hats and antlers
• Activity: Motivation- Students will sing a song "IF YOU HAPPY AND YOU KNOW IT"
• 1.Students will put on Santa hats and Antlers. Then the girls will line up in a pattern,
according to the color of
• their antlers red/green). The students will chant a color pattern.
• 2. Some girls will stand and some will stoop, then they will chant a pattern.
• 3. The boys will be added, and then they will line up in a boy/girl pattern and chant
• 4. The boys/girls will stoop and stand in a pattern and chant that pattern.
• 5. The students will get into a circle and make different patterns and chant them.
• 6. Closure- Students will hop/march to their seats and chant a pattern. They will also
do hands on patterns in
• small groups activities.
• Daily Reading Graph
• GLE represented: G-1A-E3, N-1-E, N-9-E, M-1-E,
• Materials Needed: 2 books, name cards, graph.
• Directions: Upon arrival each morning, the
students select and graph which book they would
like for me to read ―first‖. Votes are recorded to
share during calendar math time. After discussion
we read the ―first‖ book selection.
• Cut five apples out of tag board. Cut
one hole out of one, two holes out of
the second apple, etc. Have a child
choose one of the five, and put the
appropriate number of fingers
through the holes. Have the child
count the worms in the apple!
• Math Activity: Shape and Seek
Shapes are all around us, and young kids love learning about them! Life gives us
plenty of excuses to talk about shapes. For example, as you're driving, you can
point out the circle roundabout, the rectangular parking space, or the octagon stop
sign. When you go for a walk, ask your child what shape the bricks on a neighbor's
house are made of, or talk about the triangle that is their roof.
And when your child is itching for a game, consider ditching Hide and Seek in favor
of Shape and Seek. Here's how it works:
What You Need:
• 5-10 pieces of construction paper, all in the same color
What to Do:
1) Using the construction paper, cut out squares, circles, triangles, and rectangles.
(Once your child masters these, you can add on some more difficult shapes, like
diamonds, hexagons, and octagons.). While you may be tempted to break out a
rainbow of paper choices, resist! Keeping all shapes the same color helps kids focus
their attention on the shape itself, rather than the color from which it's made.
2) Ask your child to cover her eyes and count to 20. In the meantime, take your
pile of shapes and tape them around the house. When she opens her eyes, send her
off to find one particular shape. When she's got them, move on to the other
shapes, one by one, until she's found them all.
3) Fair's fair. Now it's your turn to hunt. Collect all the shapes and hand them over.
Close your eyes and give your child the chance to hide them from you. When time's
up, ask your child to assign you a shape. Pretend to need reminders of what each
shape looks like before you find it. Ask questions like, "How many sides does a
triangle have, again?" or "Is the square the one with four equal sides, or is that the
rectangle?" Having your child teach you about the shapes will reinforce the
concepts. Plus, she'll feel great being able to help you learn something for a change!
• Let’s Pattern
• GLE represented - M 13
• Materials needed – Counting Tape
• Directions – Act out a pattern by the
children using their bodies.
• Evaluation – Student Self-check/
• Math and Movement:
Purpose: To give young children an opportunity to develop rote
counting, numeral recognition, and number concepts skills, along
with opportunities to use movement as a motivator.
Activity: Give children a small card with a number on it. Put a large
number card on the floor and ask children with the matching card
number to hop, jump, etc. the same number of times as shown on
their card, then place their card on top of the big one. Continue
until everyone matches their numbers.
Variation: Give children a second card that indicates a specific
movement (i.e. jumping, hopping, clapping, etc.) that is to be
performed the number of time indicated on the number card.
• Number Bear Hide and Seek
GLE’s represented: 2. Counts a set of 5 or fewer objects using 1-to-1
4. Identifies numerals 1 to 5
5. Compares sets of objects using the words same/different and
Materials needed: Number Bear, Buttons, Balloons, Flowers, Pockets
Directions: Tell students that number bear has hidden some items
(buttons, flowers, etc.) and he wants to play hide and seek with
them. Guide students to where number bear has hidden the items by giving
them directions ―Take two steps forward, turn right and take four steps…‖
Before students can search for the items they must tell you how many
more number bear needs to reach the number located on his hat.
Evaluation: My students love this activity. They can’t wait to see where
number bear has hidden the items. The more we play the game the better
they become at identifying how many more he needs.
• Want to help your preschooler get comfortable with math? Get out the grab bag! This
hands-on game helps kids learn to associate numbers with sets of objects—a key early
math skill. And all you need is a set of index cards, pennies, and a paper lunch sack.
1 paper lunch bag
20 – 30 pennies, buttons, or small blocks
Prepare: Gather 10 index cards and write a different number, from 1-10, on each. Get
your child’s help on this part. When each card has a number, fold it in half and throw it
into the lunch bag.
Play: Give your child some pennies to use as counters. (Buttons or small blocks also
work well, if your piggy bank is looking a little slim!) Ask your child to close her eyes
and pick a card from the grab bag. Once she’s chosen a card, she should open it up,
look at the number, and then use her counters to show the quantity written on the
card. For example, if your child picks the number 5 from the grab bag, she should
place five pennies next to the numeral card.
This activity may seem very basic. But it’s actually a pretty big leap for young children
to move from simply naming the numbers, to associating them with objects in the
physical world. This game makes a perfect independent activity when you’ve got a few
minutes to fill, and it reinforces one-to-one correspondence, which is just a fancy
term for being able to match numeral symbols to their appropriate quantities.
As your child matures, up the grab bag ante with larger numbers, such as 11 to 20. And
as she takes her first steps towards reading, make a set of cards that uses the
number words along with the number symbols.
• Is your child struggling with number recognition? Sometimes all it takes to learn
something new is a little incentive – that’s business talk for, ―turn it into a fun game
and they’ll practice for hours.‖ Here's a great way to go fishing for numbers that will
feel more like play than counting practice!
What You Need:
• Construction paper in various colors
• A hole punch
• A magnet
• Paper clips
• A dowel or Tinker Toy to form the handle of the fishing pole
• String to form the fishing line
• What You Do:
• Cut ten fish shapes, about 6-inches long each, out of the construction paper in
• Write a different number from 1 to 10 on each fish.
• Punch a hole in each one near the mouth area. Slide a paper clip through each hole to
• Tie the string to the dowel to make a fishing rod.
• Superglue the magnet to the end of the string. Let dry thoroughly.
• To play: Scatter the fish so that the numbers are clearly visible. Tell your child, ―I’m
hungry for a number 4 fish!‖ and watch him hunt for it, then carefully lower the ―rod‖
until the magnet catches the paper clip and he reels it in. Repeat with other numbers
until all the fish are caught for a game that's so fun, it doesn't even feel like math
• As you collect the lids, have your child help you wash and dry them
(you don’t want to start a bug collection at home as well!) and put
them into a container or cardboard box. Talk about the lids as
your collection grows: discuss their size, color, and shape. Once
you’ve gathered a good sized collection, you can put them to work!
Here are a few ideas:
1. Count the lids.
2. Sort the lids by color and size. You can also sort lids that have
words on them, from lids with no words, or put all lids with the
same first letter together. Ask your child to look at his collection
and get creative with his groupings!
3. Place a few lids in front of your child and ask her to find their
matches. As she gets better, use a timer to see how quickly she
can match a certain number of lids, and then see if she can beat
that time the next time you play.
4. Use the lids to make patterns, like red, blue, red, blue. Or do it
by size, for example, big, big, small, big, big, small.
Continue to add to the collection. A little bit of lids are great, but
more than a little is even better!
• Objective: Play school while reviewing math cognitive questions as related to the
• Several students will pretend to be the teacher and students and play calendar.
• First, sing a few finger plays related to the calendar: For example
• Zero Zero Super Hero
• One One Having Fun
• Two Two Tie my Shoe
• Three Three Look at Me
• Four Four Touch the Floor
• Five Five I Can Dive
• Six Six Pick up Sticks
• Seven Seven Count to Seven
• Eight Eight Stop at the Gate
• Nine Nine You are so Fine
• Ten Ten the Lions Den
• Count the Days in the month and say the days of the week.
• How many Days until Friday?
• How many Days until Joe’s Birthday?
• Can you find how many Thursdays there are in the month?
• If January 16th is on a Friday what is the date of the next Friday?
• How many more days until Mardi Gras Holiday?
• How many months in the year?
• What was the weather like yesterday?
• Who will be the leader today?
• Lets match the numeral to the number. Six=6
• Activity Title- Patterning
• GLE represented M-13
• Materials needed: December calendar, unfix
cubes, colors, paper
• Directions: The children used the December
calendar and unfix cubes to make an AB
pattern. After making the pattern, the
students copied the pattern onto paper using
a blue and green crayon.
• Evaluation: The children will be evaluated by
successfully copying the pattern onto paper.
• Teacher Observation
• Math for Transition Periods
• GLE represented M-2
• Count a set of 5 or fewer objects by establishing 1 to 1
• Materials needed: Cubes or counters
• Directions :
• When we are lining up or waiting on a few children I hide some
cubes or counters in my hands and shake them up. (5 cubes total is
a good start) I will secretly split them in two hands and let a child
pick a hand and tell me ( count) how many there are. The person
next to them gets to guess/ count the cubes in other hand.
• Evaluation: This is a quick indicator of counting with 1 to 1
correspondence and after a while of using only 5 cubes they can
guess the number hiding.
• Ordinal Numbers
• GLE represented 3, 5,6,9
• Materials needed: 4 different sizes of
gingerbread cutouts, crayons, scissors, The
• Directions: Read The Gingerbread Boy. Students
will be giving 4 different sizes of gingerbread
boys on a sheet of paper. The learner will cut the
gingerbread boys out (circle is around the
gingerbread boy to help cutting activity) and line
them up from the smallest to the biggest. They
will color, then glue in order of the smallest to the
biggest. Students will name the first, second,
third and fourth gingerbread boy.
• Evaluation: Cutting practice will be observed and
noted. Anecdotal record made with regard to
naming in the correct order.
Wyandotte PreK Center
• Activity Title
• ABAB pattern
• GLE represented: M13
• Materials needed
• Every Day Math Calendar
• December month Strip
• December Calendar Pieces
• The activity focused on in this picture is the ABAB pattern. The
students were able to discover and extend the patterns using
colors and shapes. The students enjoyed using the Every Day Math
calendar. Because of their body language and facial expressions, I
can tell the students were engaged.
Wyandotte PreK Center
• Activity Title: “HOW MANY DAYS IN THE WEEK!”
• GLE represented: Math 2, 5, 7
• Materials needed: Large colored tongue depressors or popsicle sticks
• Laminating film
• Directions: On your calendar board create a pocket made from used
laminating film (a sheet trimmed off of laminated materials). The pocket
should have 5-7 sections in it….created by stapling off sections big
enough to put sticks in. Start the week off with 5 sticks in the pockets
(or 7 sticks if you want to do entire week). I just do 5 since we count
how many days of school we have left. During calendar time on Monday
we count how many days of school we have that week…5. Tuesday we take
one down since that day is gone…we say ―Monday is gone, we have four
days left‖…counting the sticks, etc. You may also talk about more and
less here…..same and different ( colors of sticks)…..you may want to
create a pattern with the colors also. The children use the words: days ,
week, etc. (Monday- Friday).
• Evaluation: Teacher observes: outing skills- 1 to 1, counting on etc.
• patterning vocabulary ----days, week