Big Math Activities for Young Children

title: for Preschool, Kindergarten, and Primary

Children
Overholt, James L.; White-Holtz, Jackie.;
author:
Dickson, Sydney S.
publisher: Delmar Career and Education Publishing
isbn10 | asin: 0766800180
print isbn13: 9780766800182
ebook isbn13: 9780585058382
language: English
Mathematics--Study and teaching
subject
(Primary)--Activity programs.
publication date: 1998
lcc: QA135.5.O9 1998eb
ddc: 372.7
Mathematics--Study and teaching
subject:
(Primary)--Activity programs.
 Page i

Big Math Activities for Young Children

 Page ii
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 Page iii

Big Math Activities for Young Children

for
Preschool, Kindergarten and Primary Children
James L. Overholt, Ed.D.
California State University
Chico, California

Jackie White-Holtz, M.Ed.

Pine Grove School
Pine Grove, California

Sydney S. Dickson, Ed.D.

California State University (emerita)
Chico, California

Albany Boon Boston Cincinnati Detroit London Madrid

Melbourne Mexico City New York Pacific Grove Paris San Francisco
Singapore Tokyo Toronto Washington
 Page iv
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1 2 3 4 5 6 7 8 9 10 XXX 03 02 01 00 99 98
Library of Congress Cataloging-in-Publication Data
Overholt, James L.
Big math activities for young children / by James L. Overholt,
Jackie White-Holtz, Sydney S. Dickson.
p. cm.
Includes bibliographical references and index.
ISBN 0-7668-0018-0
1. MathematicsStudy and teaching (Preschool-Kindergarten-Primary)
Activity programs. I. White-Holtz, Jackie. II. Dickson, Sydney S. III. Title.
QA135.5.09 1998
372.7dc21 98-3263
CIP
 Page v

Contents
About This Resource ix
About the Authors x
Suggestions for Using Big Math Activities xi
Chapter 1 Number Sense and Counting 1
Number Search Walk Number Recognition and 2
Awareness
Find That Number Number Recognition and 4
Quantity
Number Write Number (Numeral) Formation 6
Number Bake Number (Numeral) Formation 8
Number Book Number Sense 10
Calendar Game Counting to Six 13
Leg Count Counting and Categorizing 14
Musical Count Counting and Number Sense to 16
Ten
Hang That Number Number Order One through 18
Ten
Table Math Counting Applications 20
Eatable Math Counting with Understanding 21
Capture the Critter Counting to Ten 22
Before and After Number Order 25
Two by Two Counting by Twos 27
Number Bowling Counting and Tallying 29
More or Less Comparing Numbers 31
Cereal Count Counting and Place Value 33
Fraction Play Dough Fraction Concepts 35
Underhand Number Combination 37
Understandings
Rocks in Hand Estimation and Counting 38
Teen Recognition Teen Numbers (1119) and Place 39
Value
Fraction Plates Fraction Values 42
Birthday List Number Use and Order 44
Order Race Number Order (131) 47
Counting with Counting and Place Value 49
Glasses
Finding Fractions Fractions in Different Forms 51
Right on/Before/After Place Value and More and Less 52
Roll
Closer Is Better Place Value 55
Fractions Can Be Fraction Applications 59
Tricky
 Page vi

Chapter 2 Number Operations 63

Combinations in the Number Combinations and 64
Hand Logic
Cover That Number Number Recognition and 66
Addition Facts
Rolling Math Beans Number Combinations and 69
Probability
Get Ten Number Combinations and 72
Mental Math
Add 'Em and Eat 'Em Addition and Place Value 73
Animal Adoption Subtraction 75
Above, Below, In, Left, Position and Number Fact 77
Right Concepts
Before/After Roll Number Recognition and 79
Addition
Drop the Money Addition or Subtraction 81
with Money
Coin Trade Money Value and Addition 82
Money Match Math Coin Values and Exchanges 85
What Price? Problem Solving, Addition 87
and Subtraction
Number Mystery Puzzle Mental Math Computation 89
and Logic
 Calculator Shopping Estimation and 91
Computation
Undercover Adder Addition and Subtraction 93
Facts
Math Tic-Tac-Toe Addition and Subtraction 96
Facts
Plus and Minus Addition and Subtraction 97
Add It Up Addition Facts to Ten 99
Do This Acting Out Addition and 101
Subtraction Facts
Milk Carton Calculators Addition and Subtraction 103
Facts
Five Fact Flower Addition and Subtraction 106
Fact Practice
Addition Partners Missing Addends 108
Chapter 3 Measurement 111
Line Up Size Comparisons and 112
Vocabulary
Stick Walk Length Comparisons and 114
Vocabulary
Rock and Roll Measure Length Measurements and 117
Vocabulary
People Compare Size Comparisons 119
Hand Guess Estimation, Measuring, and 121
 Vocabulary
Footsteps for Fun Estimation and Measuring 123
Leaf Relief Creative Measurements 125
Fill the Pan Volume, Vocabulary and 127
Counting
Spoonful of Sugar Estimating and Comparing 129
Volumes
Mouth Full Comparing Volumes 131
Up and Down Weights Heavier and Lighter 133
Lightweight/Heavyweight Nonstandard Weight 135
Comparisons
What's Heavier? Comparing Weight and 137
Shapes
Time Stunts Time Applications 139
Collecting Clocks Time and Clocks 140
It's Time Reading and Writing Time 142
Time It and Graph It Graphing Minutes and 145
Seconds
Dressed for the Weather Temperature and Weather 147
Hot and Cold Measuring and Comparing 149
Temperatures
Measure Me Inch or Centimeter 152
Measurements
 Page vii

Chapter 4 Geometry 155

Food Patterns Patterns in Nature 156
Search for a Shape Shapes in Everyday 157
Surroundings
Shape Draw Identify Shapes and Copy 159
Patterns
Traffic Sign Shapes Recognizing Everyday Shapes 161
Shape Picture Naming and Matching Geometric 163
Shapes
Is It Symmetrical Creating and Locating Symmetry 166
Alphabet Symmetry Geometric Symmetry 168
Pattern Production Geometry Patterns and 170
Following Directions
Shape Design Puzzles for Spatial 173
Understandings
Using Right Locating and Creating with 176
Triangles Triangles
Which Way Is Giving and Receiving Spatial 179
"Right"? Directions
All Around Walk Directions and Spatial 180
Understandings
Hide and Seek Directions and Spatial 183
Understandings
 3-D Shape Search Finding and Describing 3- 184
Dimensional Shapes
2-D, 3-D Relating 2- and 3-Dimensional 185
Shapes
Building Building Geometric Structures 186
Frameworks
Chapter 5 Problem Solving and Reasoning 189
Toy Sort Similarities and Differences 190
Follow the Leader Using and Analyzing Patterns 192
Sound Patterns Recognizing and Developing 194
Sound Patterns
Pine Needlely Repeating and Extending 195
Patterns Patterns
Silverware Sort Similarities and Differences 197
Classifying Sorting Objects by Attributes 198
Collections
Attributes in Recognizing Similar Traits 200
Common
Cupboard Criteria for Categorizing 201
Rearrange
What's Missing? Determining Missing Elements 202
Scavenger Hunt Classifying Everyday Items 204
Across the Board Logical Strategies and Language 206
Development
 The Critter Crawl Strategies and Logical Reasoning 209
Penny Pickup Logical Thinking Strategies 211
Last Is Best Problem Solving and Strategy 212
Development
Candy Graph Creating and Interpreting 215
Information
People Graphs Gathering and Analyzing Data 217
Candy Estimate Estimation and Logical Thinking 219
Cereal Guess Estimation and Problem Solving 221
APocket Full of Coins and Values 222
Change
I Predict! Logical Thinking and Probability224
Peek Boxes Probability and Logic 226
My Lucky Number Logical Thinking and Probability228
Colorful "Squiggle" Logical Mapping Skills 231
Designs
Build a Network Math Network Strategies 234
Appendixes 239
 Page viii

Appendix A: Simple Equipment to Make 241

or Acquire
Make a Paper Clip 241
Spinner
Constructing Milk Carton 241
Dice
Modifying Regular Dice 242
Easy Finger Paint 242
Cooked Finger Paint 242
Easy Play Dough 243
Cooked (Hardening) Play 243
Dough
An Inch Ruler 243
A Centimeter Ruler 244
To Construct a Paper 244
Thermometer
Inch Graph Paper 247
Half-inch Graph Paper 248
Centimeter Graph Paper 249
Dot Paper 250
Appendix B: Selected Resources for Use 251
With Young Children
 Books 251
Number Sense and 251
Counting (Chapter 1)
Number Operations 252
(Chapter 2)
Measurement (Chapter 3) 253
Geometry (Chapter 4) 253
Problem Solving and 254
Reasoning (Chapter 5)
Computer Software 255
Appendix C: Selected Sources for Parents 256
and Teachers
Books 256
Magazines 256
Video Tapes 256
Internet Sites 257
Appendix D: Recommended 258
Developmental Experiences
Matching 258
Grouping 258
Patterning 258
Seriation 259
Beginning Number 259
Concepts
All or Part of 259
Measuring and Estimating 259
Problem Solving and 259
Reasoning
 Page ix

About this Resource

What mathematical experiences are important for children?
Teachers and parents are concerned that their children be
provided with first-hand experiences that will allow them to
understand and become proficient with mathematics. Teachers do
their best to provide such activities, but between teaching classes,
planning lessons, preparing materials, and numerous other
responsibilities they just don't have additional hours to spend on
developing appropriate tasks. Parents, on the other hand, are
often uncertain about which mathematics activities are
appropriate for young children. Big Math Activities for Young
Children provides a wide selection of activities and investigations
that will help each learner understand and/or practice the
mathematics that he or she is expected to master.
Many of the suggested activities can be experienced as either in-
class or at-home tasks. However, since parental involvement
generally has a favorable effect on behavior and learning, it is
recommended that a number of the activities be used as
homework. According to research, meaningful and appropriate
homework assignments have proven to be an effective method of
increasing skills and understanding. Such mathematics
homework must be well planned, presented in a positive manner,
and needs to provide students with the opportunity to practice
problem-solving skills. However, the process of the activity,
rather than task completion, should be the goal. That is, the
activities should be fun and engaging for both parent and child; it
is better to have brief play sessions that are mutually satisfactory
than to have longer ones that end in strife or hurt feelings. Big
Math Activities for Young Children provides opportunities for
many hands-on interactions that can help students with the
conceptualization of often abstract ideas.
In summary, this book combines the helpful nature of
meaningful and appropriate homework with the beneficial power
of parental involvement. Teachers or parents can use the included
activities to make a connection between math concepts in class
and problem solving at home. The suggested tasks in Big Math
Activities for Young Children focus on Number Sense and
Counting, Number Operations, Measurement, Geometry, and
Problem Solving and Reasoning. The activities are designed for
use
 Page x
with kindergarten and first grade learners; however, the included
More Advanced Variations note how to use them with older or
more capable students, and the Easier Variations also provide for
their use with preschoolers.
Finally, it should be noted that the authors bring a wealth of
related experience to this book. One is a classroom teacher and a
parent; another is an Early Childhood Education specialist, a
former teacher, and a parent; and the third is a specialist in
Mathematics Education, a former classroom teacher, and a parent.
As such, they are quite sure that the provided activities will help
to increase parent/child and teacher/child verbal interaction and
develop a positive attitude toward math at an early age. The
activities can also help to create closer relationships.

About the Authors

James L. Overholt, Ed.D. (University of Wyoming, Laramie) has
been exploring the use of manipulative and visual materials
available for mathematics instruction since the 1960s. As a
parent, an elementary teacher, a university professor, and the
author of five other ''how to learn mathematics" books, his
investigations have taken him into preschool through grade 12
classrooms and to adult mathematics learning workshops. He is
currently Professor of Education at California State University,
Chico.
Jackie M. White-Holtz, M.Ed. (California State University, Chico)
teaches kindergarten at Pine Grove School in Pine Grove,
California, and serves on the Amador County Curriculum
Council. Previously she taught a first/second grade combination
class, a fourth/fifth grade combination class, and a kindergarten
through fourth grade multigraded class. Her Master's program
focused extensively on appropriate mathematics activities for
kindergarten/first grade children as well as stimulating parental
involvement in this realm. Mrs. White-Holtz is married and the
mother of a daughter.
Sydney S. Dickson, Ed.D. (University of Illinois, Champaign-
Urbana) recently retired from the faculty of California State
University, Chico, where she was a Professor of Education
specializing in Early Childhood Education. In addition to being a
parent, she worked with elementary student teachers for 17 years
and taught courses in ECE curriculum development and
children's literature. For the past ten years, she served as
Coordinator of the Interdisciplinary Child Development Program.
Prior to these activities, Dr. Dickson was a teacher in the Child
Development Preschool Laboratory program at the University of
Illinois. She has also taught kindergarten and first grade.
 Page xi

Suggestions for Using Big Math Activities

The selection of activities from this resource should be based on
(1) the needs and interests of students, (2) prior experiences the
child has had, and (3) how the tasks relate to classroom
curriculum. The activities in each chapter have been placed in a
usable order, but they do not need to be done sequentially;
furthermore, the activities from various chapters can be used
simultaneously. Thus, the teacher or parent should select
activities that are interesting and understandable for the intended
learner(s). To assist with this endeavor, the following format is
provided for each activity:
Why Do It?
This section notes briefly where the activity fits into the
curriculum and explains what the activity hopes to accomplish.
Here's How!
This segment provides information on materials needed and
directions to complete the activity. (Most materials needed are
readily available at home or in the classroom. Directions for
constructing others are provided in Appendix A.)
Variations:
Variations are provided for each activity to accommodate a wide
range of childrens' learning abilities. Although the tasks were
designed initially for kindergarten and first grade children, the
Easier and Advanced Variations also provide for their use with
preschoolers as well as older or more capable students. The
Easier Variations provide a more basic introduction to the
concept or process, whereas the Advanced Variations provide a
challenge and stimulate slightly different thinking skills.
 Page xii
Appendixes
Included are additional sources and resources including:
A. Simple Equipment to Make or Acquire (such as Milk Carton
Dice and Paper Clip Spinners).
B. Selected Resources for Use with Young Children (an
Annotated Book List and Computer Software).
C. Selected Sources for Parents and Teachers (Books, Magazines,
Video Tapes and World Wide Web Internet Sites).
D. Recommended Developmental Experiences (Matching,
Grouping, Patterning, Seriation, Beginning Number Concepts, All
or Part Of, Measuring and Estimating and Problem Solving and
Reasoning).
 Page 1

Chapter 1
Number Sense and Counting
Children must learn to deal with counting and number concepts
from an early age. Young learners soon realize that they would
rather have three cookies than one or that they would prefer to
have more than one piece of candy. Children begin to develop
number sense through such experiences. Their first counting
attempts are generally accomplished in a rote fashion, but they
soon realize that some numbers tell how many (cardinal
numbers), whereas others designate position or order (ordinal
numbers). With proper experiences, the learners will realize that a
quantity is represented by a name and a written numeral ( is
named three and written as the numeral 3). They begin with a
vague sense of simple fractions and in time learn about the need
for equal parts. They are shown how to manipulate ones and tens
and in time discover place value concepts. The activities
provided in this chapter help young children to deal effectively
with a wide range of needed number sense and counting
concepts.
 Page 2

Number Search Walk

Why Do It?
To develop number/numeral* recognition skills
To foster an awareness of numbers in the learner's surroundings

Here's How!
1. Go on a short walk in or around the classroom, the child's
home, and/or the neighborhood.
2. While on the walk help the learner find as many numbers as
possible. Examples include those on clocks, signs, calendars,
houses, license plates, price tags, or telephones. Allow the learner
to talk about the numbers and their importance.
*In a strict sense "number" refers to a quantity (there were four cookies
in the jar), whereas "numeral" refers to the sign or symbol used to
express the quantity (4 or four). However, since most people would call
4 a number, both number and/or numeral activities in this book will be
termed ''number activities."
 Page 3
3. Ask the learner to draw a picture of at least two places where
he found numbers or have him dictate a list for you to write
down of places where numbers were found.
An Alternate Variation:
1. Find pictures of numbers in magazines or newspapers.
2. Have the learner cut them out and help her to make a collage
or scrapbook.
3. Discuss what the numbers mean and also how the same
numbers appear in various settings, such as a $2 item versus Apt.
#2 versus 2:00 on a digital clock.
An Easier Variation:
1. On index cards or small sheets of paper make two sets of cards
numbered 0 through 9.
2. Have the learners match the numbers and put them together in
sets.
An Advanced Variation:
1. Numbers are often written in different forms, such as
and Help the learner become familiar with several
such number forms.
2. Have the learner use a calculator to match a number found in
an everyday setting.
3. Cut out samples from newspapers or magazines and have the
learner match figures that represent the same number.
4. Ask the learner to arrange the numbers in numerical order.
Another Advanced Variation:
1. A number game might be played at home, at school, in the
grocery store, or when riding in the car by asking the learner to
find numbers and to call them out.
2. The game might be played by first locating a "1," and then a
"2," followed by a "3," and so forth. (Allow young learners to use
numbers wherever they might find them. For example, it is just
fine if he locates a "2" in the license plate number 527BVX such
as in the illustration.)
3. Another time the game might be played by having the learner
locate the number "5" as many times as possible.
 Page 4

Find That Number

Why Do It?
To recognize numbers
To practice finding how many each number is
Here's How!
1. Photocopy the Find That Number Game Board (see below),
and provide a dot die (see Appendix A for directions on making
or modifying dice) and a different marker for each player.
2. A player rolls the dot die and moves to the first space on the
game board containing the corresponding number.
3. The next player rolls the dot die and moves her marker to a
corresponding number box. Two players may occupy the same
space.
4. The game continues until one player reaches the end. To
complete the game, the player must roll the exact number shown
in the end square.
An Easier Variation:
1. Make a set of puzzle cards and provide markers such as beans
or pennies.
2. Draw a dividing line down the center of each card. Write a
number on one half and draw the corresponding number of
figures on the other.
3. Have the learner place a marker on each figure, count the
markers, point to the number, and say the number name.

Advanced Variations:
1. Make a Find That Number Game Board with numbers from 7
to 12 and construct a dot die using amounts from 7 to 12. As in
the earlier game, the learner counts the number of dots rolled and
moves to the corresponding number on the board.
2. Learners who need a further challenge might add the numbers
together from the two 1 to 6 dice, to determine where they should
place their markers.
Page 5
 Page 6

Number Write
Why Do It?
To practice number (numeral)* formation

Here's How!
1. Give the learner a pan or small box with a thin layer of sand,
salt, or corn meal spread evenly across the bottom. Have the
learner use his finger to practice writing numbers in the sand or
other medium. After successfully writing one number, shake the
pan gently to erase that number and ask the learner to write a
different number.
*In a strict sense "number" refers to a quantity (there were four cookies
in the jar), while "numeral" refers to the sign or symbol used to express
the quantity (4 or four). However, since most people would call "4" a
number, both number and/or numeral activities in this book will be
termed number activities.
 Page 7
2. To obtain a similar tactile experience use a small amount of
shaving cream spread on a flat surface such as a cookie sheet or
tabletop (or any surface that can be washed off easily). Have the
learner use her finger to practice writing the numbers from 0 to 9.
If a more permanent record of achievement is desired, use finger
paint to create a number picture. (A recipe for homemade finger
paint appears in Appendix A.)
An Easier Variation:
1. Construct tactile cards by gluing numbers cut from sandpaper,
felt, or some other textured material to cardboard or large index
cards.
2. Have the learner trace the shape of the numbers using the first
two fingers (pointer and middle fingers) of his dominant hand.
3. Then have the learner write the number in the air or on another
surface. Don't use a pencil and paper.
Advanced Variations:
1. Using a set of tactile number cards, have the learner close her
eyes and feel and identify the numbers.
2. Use a variety of materials such as fabric, pipe cleaners, beans,
or popcorn and have the learner construct her own set of tactile
cards by gluing numbers made from the materials on index cards
or poster board.
 Page 8

Number Bake
Why Do It?
To practice number/numeral* formation
To be exposed to the "how manyness" of numbers

Here's How!
1. Fold five sheets of typing paper in half and write large
numbers from 0 to 9 with one number on each half.
2. Make up your favorite cookie recipe adding about an extra 1/2
cup of flour to make the dough stiffer or use the recipe on the
next page. Help the learner roll the dough into fairly thin snakes
and shape them to match the drawn number patterns.
3. The learner might add raisins or M&M's in the appropriate
quantity for each number (such as placing one raisin on the
number 1, two raisins on the number 2).
4. Gently remove the dough numerals from the number patterns
and place them on cookie sheets. Bake according to directions,
talk about the finished numerals, and enjoy eating them!
*In a strict sense "number" refers to a quantity (there were four cookies
in the jar), while "numeral" refers to the sign or symbol used to express
the quantity (4 or four). However, since most people would call "4" a
number, both number and/or numeral activities in this book will be
termed number activities.
 Page 9

Attack Cookies
3 cups 1½ cups flour
oatmeal 1½ teaspoons baking
1½ cups powder
butter
Dump ingredients in a large bowl.
Mix it! Mush it! Knead it! Pound it!
Attack it!
Shape as numbers and place on a
cookie sheet.
Bake at 350 degrees for 1012 minutes.

An Easier Variation:
1. Read the book Count Worm 1 with the learners.
2. Help the learners to use pipe cleaners or segments of pliable
electric wire to make their own Count Worm numbers.
3. If the learners wish to make their worms look like those in
Count Worm, paper hats and eyes may be glued to the pipe
cleaners.
An Advanced Variation:
1. Make a birthday plaque for a friend or family member by
using hardening play dough (see Appendix A for directions) or
clay and a piece of heavy cardboard or wood for backing.
2. Form the appropriate numbers for the birth date or age and
glue them to the backing.
3. Decorate the plaque with paint, beads, glitter, or artificial
flowers. A string or other hanger may be attached if desired.
 Page 10

Number Book
Why Do It?
To increase number sense
To practice arranging numerals in order
Here's How!
1. Have the learner draw, write, or glue a picture of one item and
write a number 1 on the page.
2. Have the learner draw, write, or glue two pictures of the same
type and write the number 2 on the next page.
3. Continue this process up to the number 10. Make a cover for
the book entitled "____'s (the student's name) Number Book."
Fasten the pages together in order. Have the learner share the book
with someone else.

Easier Variations:
1. Use 3 × 5 index cards or paper. Write a number on one part of
each card and draw the corresponding number of figures on the
other. Cut the cards to make two-piece puzzles.
2. To play, the learner must match each number and quantity by
putting the puzzle pieces together.
 Page 11

3. After putting all the puzzles together for numbers one through
five (or for numbers one through ten) have the learner lay them
in a line in numerical (sequential) order.
4. To provide a related tactile experience, make a set of cards
where white glue is put on each figure and the outline of each
number. Sprinkle salt, corn meal, or glitter on the damp glue and
allow the mixture to dry before shaking off the excess. The
learner should then gently trace the forms with her finger for a
prewriting experience.
An Advanced Variation:
1. Create a booklet of everyday number findings.
2. Have the learner print a 1 on top of the first page, a 2 on the
second page, and so forth, for each number up to 10 or beyond.
3. On the appropriate pages have the learner paste pictures of, or
make drawings of, or write a list of a number of everyday things
that correspond. For example, on the 1s page might be a picture
of a dog with 1 tail, a drawing of a flower with 1 stem, or a
notation that I can wash my hands in 1 minute. The 2s page
might include references to 2 hands, 2 feet, 2 eyes per person, or
2 wheels on a bicycle.
4. When the learner is ready, fasten the pages together in order
and have him or her share the book with someone else. This is a
great activity for parents and children to do together!
 Page 12
Another Advanced Variation:
1. Have the learner use dot paper (Appendix A) to create loop
diagrams.
2. Begin, for example, with 10 dots and with a pencil or crayon
loop as many groups of 2 as possible; also have the learner count
the resulting diagram by 2s, such as 2, 4, 6, 8, 10.
3. Talk about how many 2s it took to make 10; it is hoped the
learner will begin to understand that five 2s make 10, and, in
time, 5 times 2 = 10 and conversely 10 divided into groups of 2 =
5 groupings.
4. If the learner understands the process, continue by having her
determine how many 3s are in 10 (consider that there is a
remainder of 1); also how many 4s, 5s, and so on.
5. When the learner appears ready, use 20 dots, 30 dots, 40 dots,
and so on up to 100 dots. This activity serves as a basis for
helping to understand multiplication and division.
 Page 13

Calendar Game
Why Do It?
To practice counting up to 6
To develop number recognition
To practice addition and subtraction
Here's How!
1. Get a page from an old calendar and a marker such as a bean
or a small stone for each player and a die marked 1 through 6.
(See Appendix A for instructions on how to make or modify
dice).
2. Each player starts before the number 1 and takes a turn rolling
the die to determine how many spaces he gets to move on the
calendar page. Take time to count the number of spaces moved as
well as to discuss the number landed on.
3. The first player to reach the final number on the calendar page
wins.
An Easier Variation:
1. Get a page from an old calendar, a marker for each player, and
a die marked 1 through 6.
2. A player rolls the die and moves to the first space on the
calendar that has that number in it. (Place value is not taken into
consideration in this game.) For example, if the first roll is a 4,
the player moves to the 4. If his next roll is a 1, the player moves
to the 10 because of the 1 in 10. By next rolling a 5, the player
moves to the 15, and so forth.
Advanced Variations:
1. The learner plays the same game as in the original activity,
however, she must calculate before moving which calendar
square will be landed on. If the learner is capable, this might be
accomplished by adding the current space occupied to the
number rolled on the die.)
2. To practice subtraction, the players may start from the last
number on the calendar and move toward the 1 space.
 Page 14

Leg Count
Why Do It?
To practice counting, categorizing, and keeping records

Here's How!
1. Have the learner look at furniture, people, and/or animals and
tell how many legs each has.
2. Record on a chart such as this one how many legs each has.
 Page 15
An Easier Variation:
1. Give the learner four small pieces of paper and ask that he try
to find items that have four legs.
2. When the learner thinks he has found something with four
legs, have the pieces of paper matched with each leg. This can be
accomplished by lifting each leg and putting a paper directly
under it or by just placing one paper by each leg.
3. Repeat to find something else with four legs. Continue by
looking for items with 1 leg or 2 legs or 5 legs and so on.
An Advanced Variation:
Have the learner list as many objects as possible that come in
ones, twos, threes, fours, and so on up to ten. For example, noses
come in 1s as do mouths, eyes come in 2s and so do ears.
Tricycles have 3 wheels, and so forth.
Another Advanced Variation:
Locate and list products that are sold in select size groups and/or
that have a number in the name. For examples 1-a-Day® multiple
vitamins has a 1 in the name and is usually sold 1 container at a
time, whereas 7Up ® has a 7 in the name and is often sold in 6-
packs.
 Page 16

Musical Count
Why Do It?
To practice counting from one to ten
To better understand the ''how manyness" of numbers
Here's How!
1. To the tune of "Jingle Bells" sing the following:
One, two, three
Four, five, six
Seven, eight, nine, ten
All these numbers are my friends
From one right up to ten.

2. Use your fingers to show the numbers as you sing the song. Put
up one finger while you sing "one," a second finger up while you
sing "two," and so on.
3. Use some small objects such as pebbles, beans, or small candies
to build a visual picture of each number in the song. For example,
put one pebble on a card, put two pebbles on the next card, and
three pebbles on the next card, and so on. Then sing the song
while pointing to the corresponding cards.
 Page 17
An Easier Variation:
Use this song (or another song) as an echo. The adult sings one
line and the learner echoes that line. Continue to the number ten
and repeat several times.
Advanced Variations:
1. Make cards that have the numbers 1 through 10 printed clearly
on them. Have the learner point to the written number while
singing the above song.
2. Make up a similar counting song to the same melody or to
another familiar tune. Songs such as "This Old Man" and "Over
in the Meadow" might be used.
 Page 18

Hang That Number

Why Do It?
To practice arranging the numbers 1 through 10 in numerical
order

Here's How!
1. Photocopy and cut out the cards numbered 1 through 10 and
hang a string between two chairs.
 Page 19
2. Have the learner hang the numbers in order on the string and
attach them with clothes pins. If you don't have clothes pins, fold
over the top of each number card and hang it from the crease.
An Easier Variation:
1. Before beginning the task of hanging the numbers, provide a
number line for the learner to observe.
2. Have the learner match the order as he hangs the numbers 1
through 10.

Advanced Variations:
After the numbers 1 through 10 are hung in order, have the
learner close her eyes or turn around. Then try one or more of
the following activities.
1. Switch two or more numbers around and ask the learner to
rearrange them in the correct order.
2. Remove a number leaving a space. Ask the learner which
number is missing. Then replace it.
3. Remove one or more numbers and squeeze the remaining
numbers together. Ask the learner which numbers are missing.
Then replace them.
4. Instead of providing the learner with numbers you have
removed, provide blank cards so she can write the missing
numbers and place them in the line.
5. Make cards numbered 11 through 20 and add them to the set.
Repeat the procedures outlined above.
 Page 20

Table Math
Why Do It?
To practice rote and rational counting
To match numbers and items on a one-to-one basis
Here's How!
1. Ask the learner to count out enough plastic or metal knives,
forks, and spoons to set the table for her family. Then have the
learner check for accuracy by distributing them as if setting the
table.
2. As an alternate in-school activity, have the learner count out
and distribute enough napkins for each person at snack time.
An Easier Variation:
Provide a number of items or pictures of items and ask the
learner to count them, pointing to each one as it is counted.
Advanced Variations:
1. Provide two sets of items or pictures of items that go together,
such as forks and spoons, or pictures of dogs and dog houses.
Ask the learner to count the individual items and then put them
together in appropriate pairs.
2. As a fun extension, read the book The Doorbell Rang 2 by Pat
Hutchins. Make a dozen cookies from brown paper grocery bags.
Have the learners count, distribute, and redistribute the cookies as
the story is read.
 Page 21

Eatable Math
Why Do It?
To practice counting accurately
To estimate numbers of items
Here's How!
1. Provide a bowl of raisins, popcorn, or cereal and set out cards
numbered from 1 through 10 face up.
2. Have the learner place the appropriate number of items on
each card. If the learner is correct, the items may be eaten, such
as 4 Cheerios® from the 4 number card.
3. If the learner appears ready, make cards numbered from 11
through 20 and continue the activity.
Easier Variations:
1. Place a number of raisins or cereal pieces on a plate. Ask the
learner to count them and if he is correct, let him eat them.
2. Call out a number from 1 to 10 and ask the learner to count out
the appropriate number of eatable items. If he is correct, the
items may be eaten.
An Advanced Variation:
1. Have the learner estimate (guess) how many raisins will fit into
a teaspoon or a tablespoon?
2. Have the learner fill the spoon with the raisins and then count
them.
3. The learner might also guess whether more raisins or cereal
bits will fit in the spoon and then compare and count to find the
difference.
Another Advanced Variation:
1. Give a slice of raisin bread to each learner.
2. Ask whether all the slices will have the same number of raisins
in them?
3. Find out how many raisins each piece has.
4. Discuss whose slice has the most, and whose has the least.
Predict how many raisins will be in the entire loaf.
 Page 22

Capture the Critter

Why Do It?
To practice counting to 10
To develop logical reasoning skills
Here's How!
1. Photocopy and cut out the critter, the game board strips, and
the die numbered 0 through 5 below. Glue the strips together at
the stars so that only one star shows at the center and 10 spaces
extend in either direction to the ends. Also assemble the dice (or
see Appendix A for directions on how to make or modify dice)
and fold the critter so it will stand.
2. Place the critter on the star in the center of the game strip.
3. Have the players sit opposite each other and place the game
strip with one end toward each player.
4. Player #1 rolls a die and moves the critter marker that many
spaces toward herself.
5. Player #2 then rolls a die and moves the critter marker back
toward himself.
6. The first player to move the critter to his or her end wins.
An Alternate Variation:
1. Use masking tape to designate 15 tile squares in a row (such as
floor or countertop tiles) or draw 15 squares with chalk on a
sidewalk and place an X on the middle square.
2. Place a favorite marker such as a teddy bear or even a person
on the X.
3. Players stand opposite each other with the tile squares between
them.
4. The first player rolls a die numbered 1 through 6 and moves
the marker that many spaces toward herself.
5. The second player rolls the die and moves the marker back
toward himself.
6. The first player to move the marker all the way to his or her
end of the tiles wins.
7. If the players appear ready for greater challenges, variations
might include increasing the length of the tile rows and/or playing
with two dice. Additionally, teams of learners could work
together to play this game.
An Advanced Variation:
1. Photocopy the 13 × 13 grid and the critter to play an advanced
variation of Capture the Critter.
2. Two to four players are required with each one sitting on a
separate side of the grid. A single critter is placed on the star in
the middle of the grid.
3. Each player takes a turn rolling one die (numbered 1 through
6) and moves the critter either vertically, horizontally, or
diagonally.
Page 23
 Page 24
4. The object of the game is to be the first player to move the
critter off his or her side of the grid.
5. More challenging variations may be achieved by using a grid
that is 25 × 25 squares (photocopy and glue four of the 13 × 13
grids together) or larger and playing the game as described
above, using two dice.
Note: To make a larger game board, photocopy four of the inch
grid pages from Appendix A and glue or tape them together.
 Page 25

Before and After

Why Do It?
To reinforce number order
To learn before, after, one more, one less, and so forth
Here's How!
1. Photocopy and cut apart the number cards (or make your own)
and mix their order.
2. Show the learner a card and ask which number comes after.
Repeat for all the cards.
3. Try again, this time asking which number comes before.

Easier Variations:
1. Write the numbers 1 through 5 in a row (a number line). Have
the learner point to each number and identify it by name. Help
the learner with the name if necessary. Later do numbers 6
through 10.
2. Teach the words "in front of" and "in back of," and "before"
and "after." Then ask the learner to point or put a marker on the
number in front of 2 or after 4. Practice various phrases as long
as the learner is attentive.
 Page 26
3. A less difficult task might be to have the learner begin with the
number 1 and place the cards in order. If assistance is needed,
you might also print dots on the cards.

Advanced Variations:
1. Instead of using the word ''after," use "one more." Instead of
using the word "before," use "one less." Other words with similar
meanings such as "greater" and "fewer" might also be used.
2. If the learners appear ready, try numbers that are two more or
two less, and so forth. As a further challenge, have the learners
consider which number is two less than two, two less than one,
and so forth.
3. Try some counting on a calculator by pressing 1 + 1 and have
the learners state the outcome before pressing the equals button.
Continue by having the learners tell what might happen each time
the equals button is pressed. (Note: Most calculators will read out
2, 3, 4, and so forth. Try your calculator in advance to make sure
this works.) You might also try subtraction where, for example,
10 1 = 9 = 8 = 7, and so forth.
 Page 27

Two by Two
Why Do It?
To practice skip counting by twos, such as 2, 4, 6, 8
To show skip counting by twos with pictures
Here's How!
1. Write out the numbers 1 through 20. Help the learner to circle every other number, that is 2, 4,
6, . . . 20. Have the learner say only the circled numbers.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2. Extend the activity by playing Hide and Seek, but count by twos while the learner is hiding.
An Easier Variation:
Roll out clay or play dough and have the learner use two fingers to make ten pairs of fingerprints
in the dough. Help count all the prints to 20 but whisper the odd numbers and emphasize the even
numbers as 1,2,3,4,5,6,7,8,9,10,11,12, and so forth.
An Advanced Variation:
1. Have the learner skip count by twos up to 20. Help the learner if he needs it.
2. Have the learner discuss with you things that come in twos, for example, eyes, feet, and hands.
3. Have the learner choose items to either cut out or draw pictures of as in the example.
 Page 28
Another Advanced Variation:
1. Have the learner finish the twos chart with up to 50 (or more)
to see if there is a pattern.

2 4 6 8 10
12 14 X X X
X X X X X
X X X X X
X X X X X

2. After he has discovered the patterns, cover up one number at a

time by placing an object over it. Have the child tell what number
is covered up.
 Page 29

Number Bowling
Why Do It?
To practice counting by ones, fives and/or other multiples
To practice making tally marks in groups of five
Here's How!
1. Collect ten quart-size milk cartons or ten tall juice cans and a
ball.
2. Set the milk cartons or cans out like bowling pins.
3. Take turns with the learner trying to knock down the pins with
the ball.
4. After each turn, help the learner count the number of pins he
has knocked over. Write the tally marks in groups of five to keep
score and have the child count them by 5s and 1s (as = 5,
10, 11, 12).
5. The first player to reach 50 or some other agreed upon number
wins.
An Easier Variation:
1. Use five milk cartons or juice cans for each player.
2. Take turns knocking down the pins with the ball.
3. Each player counts how many he knocked down after a turn.
4. After each turn match the pins side by side to see who has
knocked down the most.
 Page 30
An Alternate Variation:
1. Provide the learners with "Give Me 5" verification certificates,
such as the one below indicating books read, and then have them
take part in any or all of the following activities.
2. For every 5 books that someone reads to the learner (or that he
is able to read independently) fill out a slip like the one below.
Then count by 5s all of the books read. (If this is done in school
and the class reaches 100 books, a popcorn party might be given
as a reward.)

3. Keep track of other things accomplished in groups of five such

as chores completed or kind acts performed. Then count them in
groups of five every day and do something special when the
learner reaches a predetermined goal.
An Advanced Variation:
1. Follow the directions for Number Bowling.
2. Modify directions to include making tally marks in groups of 3
or 4 or 6 or 7 and practice counting by these multiples.
 Page 31

More or Less
Why Do It?
To physically count and compare numbers of items
To deal with more and less relationships
Here's How!
1. Assemble a more and less spinner for this game (see Appendix
A) and provide 10 items, such as beans, Lifesavers®, blocks, or
small stones, for each player.
2. Have each player secretly put from 1 to 10 items in his or her
hand and also secretly write that number.
3. Spin the spinner to see whether the player(s) who has less than
a designated number wins that point.
4. Players then tell each other how many items they have, state
whether they have more or less, and prove it by counting their
objects.
5. The player who attains 5 points first is the winner.
6. If one or more of the players is ready for further challenges,
increase the number of items to 15 or 20 and repeat the activity.
An Easier Variation:
1. Place two sets of items (buttons, beans, blocks) so that the
learner may observe them.
2. Ask the learner to select either the set with more or the set with
less items.
3. Ask how he determined this. The learner might count each set
to prove his answer.
Another Easier Variation:
1. Work with a learner or allow two learners to work together.
2. One player places a set of items on the table.
3. The second player spins the spinner to determine if he should
provide a set with more or less items.
4. The second player then places a comparison set of objects on
the table.
5. The first player then counts the items in both sets to check
whether or not the second player is correct.
 Page 32
An Advanced Variation:
1. Using a deck of cards (minus face cards and jokers) deal five
cards to each player and turn up the top card from the pile.
2. To begin, flip a coin to indicate whether each player in turn
must play a card that is more or less than the card turned up
(Heads = more and Tails = less).
3. If a player does not have a playable card, he must draw from
the stack until able to play.
4. If, however, the player has a card of the same value he may
play that card and initiate a change in direction. For example, if a
more card has been called for, but a player places a matching
number card (such as an 8 on an 8) this forces a change in
direction such that subsequent cards played must be less.
5. The first person to play all of his cards is the winner.
 Page 33

Cereal Count
Why Do It?
To gather, count, and illustrate data
To develop place value understandings for tens and ones
Here's How!
1. Use Cheerios® and Froot Loops® cereals together with a
needle and thread (stiff or waxed string will work if you do not
wish the learner to use a needle).
2. Have the learner count out 9 Cheerios and thread them onto
the thread or string. Make the 10th piece a colored Froot Loop.
3. Add more Cheerios while counting 11, 12, 13, and so on, but
stipulate that every 10th cereal piece must be a colored Froot
Loop.
4. Continue to 21, 22, 23, and further so long as the learner
appears to be understanding.
An Easier Variation:
1. Have the learner count a small number of individual breakfast
cereal pieces.
2. Begin with 5 or 6 randomly placed Cheerios and note whether
the learner uses a system that avoids counting the cereal pieces
more than once (such as moving each piece apart as it is
counted).
3. If successful, try the task again with 12 to 15 pieces and again
with more than 20.
4. If a further challenge is desired, have the learner count larger
numbers of Cheerios and put them in groupings of 10 as he does
so.
 Page 34
An Advanced Variation:
1. Have the learner make a long item, such as a necklace or belt
with the Cheerios and Froot Loops.
2. She might make a string as tall as her height being certain that
9 pieces are Cheerios and the 10th piece is a colored Froot Loop.
3. When an item is finished have the learner count the cereal
pieces by 10s and 1s. For example, a necklace might contain 53
cereal pieces and should be counted as 10, 20, 30, 40, 50, 51, 52,
and 53.
4. Longer strings, such as those representing the height of a tall
learner, will require counting to 100 and more.
 Page 35

Fraction Play Dough

Why Do It?
To practice hands-on experiences with basic fraction concepts
Here's How!
1. Help the learner make play dough (Use this Easy Play Dough
recipe or see Appendix A for a Cooked Play Dough recipe).

Easy Play Dough

3 cups flour 3/4 cup salt 1/2 cup water
(optional) dry nontoxic tempera paint or 2 tsp. food coloring
(1) Sift flour and salt together into a pan. (2) Mix coloring
with water and add gradually to flour and salt mixture. (3)
Knead as you would bread dough until the mixture is smooth
and easy to handle. The more the mixture is kneaded the
smoother it becomes. (4) If mixture becomes sticky add more
flour. (5) When not in use, place in a plastic bag and keep in
a cool place. This Easy Play Dough should last for at least
two weeks.

2. Have the learner make an object, such as a snake, and then

divide it in halves. Ask how many halves there are? When he
says 2, show how to write the fraction for each portion (half) as
1/2 and note that this means 1 out of 2 parts that are the same
size.
3. Have the learner put the dough back together and make a
different object. If a pancake is made, have the learner cut it into
2 parts of the same size. Point out that there had been one whole
pancake and that it now has two equal portions; we say each part
is one-half and is written as 1/2.
4. If the learner appears to understand the concept of a fraction,
try making other objects and working with fourths (1 of 4 equal
portions) or sixths, or eighths and indicate how the fraction is
written (1/4, 1/6, 1/8).
An Easier Variation:
1. Read the book Eating Fractions 3 with the learners. Talk about
how the children in the story divided food items.
2. Share a banana by cutting it into two equal portions (halves) as
the children did in the book.
3. Share halves of other foods, such as one-half of a sandwich or
one-half of an apple.
4. If the book Eating Fractions is unavailable, make up your
own story about two children or a parent and a child who have
only one of each food item and wish to share them.
 Page 36
An Advanced Variation:
1. Have the learner divide a ball of play dough into halves. Is he
sure the halves are equal?
2. Ask that one half be made into a long snake and the other half
into a box shape.
3. Then ask whether the snake and the box shape are each made
up of one-half of the dough? (Most young learners will insist that
the halves do not contain the same amount of dough.)
4. Have the learner remake the box shape into a long snake and
he may now agree that each snake is one-half of the play dough.
(Note: Do not be overly concerned if the child doesn't get it at
this time. With time and proper experiences, such as this task, he
will master this concept.)
5. If the learner remains interested, try dividing the play dough in
halves again and make other contrasting shapes such as a
pancake and a ball or a fish and a ring.
6. At the conclusion of each trial have the learner mold each half
back into the same shape so that he can see that the amount of
play dough has not changed.
 Page 37

Underhand
Why Do It?
To use everyday objects to increase number sense
To begin to develop basic number combination understandings
Here's How!
1. Find small objects to work with such as beans or popcorn
kernels or marbles. Have the learner count out a small number of
the objects, perhaps 4.
2. Then, have the learner turn her back or cover her eyes while
you cover up 0, 1, 2, 3, or all of the objects with your hand.
3. Have the learner look at the uncovered items and tell how
many are under your hand. If, for example, 4 objects were used
and only 1 is showing, the learner should say that 3 are under
your hand.
4. If the learner is interested, keep a record of each trial. In the
situation above the learner might draw a picture and/or write 1 +
3 = 4. Also discuss and record 3 + 1 = 4.
()
5. If the learner appears ready, try this Underhand activity with
more objects such as 7 or 10 or 12 or even 20 or more.
An Easier Variation:
1. Have the learner count 4 to 7 randomly arranged objects and
discern whether he can do so without missing items or counting
some more than once.
2. If the learner has difficulty, help him by moving each object to
the side once it has been counted.
3. If successful, repeat the task using greater numbers of objects.
An Advanced Variation:
1. Have one player make a number combination with objects and
have his or her partner try to figure out what it is.
2. For example, the first player might cover a number of marbles
with his hand and leave 4 showing. He might then say, ''I have 13
marbles altogether. Tell how many marbles are under my hand,
draw a picture of this, and write equations that tell about this
problem." The partner should answer that there are 9 marbles
under his hand, and write the related equations as 4 + 9 = 13, 9 +
4 = 13, 13 4 = 9 and 13 9 = 4.
()
 Page 38

Rocks in Hand
Why Do It?
To practice estimation and counting
Here's How!
1. Gather a bunch of small rocks (or you may use beans, peanuts,
or macaroni).
2. One player grabs a handful of rocks.
3. All players estimate (guess) the number of rocks in that
player's hand.
4. Count the rocks together. Help the learners compare the
estimate with the actual number of rocks in that handful. (A
learner who has the skills may subtract or add to find the
difference.)
An Easier Variation:
1. Gather larger objects such as small blocks, tile pieces, or small
toy cars.
2. Play the game as noted above, but when counting place the
objects in a straight line so they can be easily viewed on a one-to-
one basis.
3. Help the learners determine how close their estimate was to the
actual number.
Another Easier Variation:
1. Use objects such as rocks, pattern blocks, or tile pieces and
play the game with two players.
2. Each player grabs a handful of rocks and counts them out.
3. Players then line up the rocks in lines that correspond one to
one to see who has the most or least.
An Advanced Variation:
1. Gather objects that are quite small, such as popcorn kernels or
dried split peas.
2. Play the game as described, but when counting the actual
number of popcorn kernels, have the learner place and count
them in groups of tens and ones. (It may be necessary to count to
100 or more.)
 Page 39

Teen Recognition
Why Do It?
To recognize and name the numbers 11 through 19
To understand the quantity for the numbers 11 through 19 (the
"teens")
To develop place value concepts
Here's How!
1. Provide a set of cards numbered 10 through 19 and a supply of
straws or toothpicks and rubber bands or twist ties.
2. Count out ten straws, fasten them together as a bundle, and
place the bundle on the 10 card. Next, count out 11 straws.
Bundle 10 together and place that bundle plus the one extra straw
on the 11 number card.
3. Continue this procedure until the learner has matched bundles
and extras to all of the cards numbered 10 through 19.
4. If a further challenge is desired, make a set of cards numbered
20 through 29 and have the learner place the appropriate number
of bundles and loose straws on each numbered card.
An Easier Variation:
1. Make a set of cards numbered 11 through 19 using index cards.
2. Talk about the names "eleven" through "nineteen" and help the
learner put the cards in order and call out the names.
3. Ask the learner if she can see some ways in which the numbers
1 through 9 are like the numbers 11 through 19. (As a hint, have
the learner look at the right-hand digit in each of the "teens"
numbers.)
Another Easier Variation:
1. Prepare two sets of cards numbered 11 through 19 and play a
memory game.
2. Place all of the cards face down on a tabletop.
3. Have the learner try to find matching cards. When successful,
have the learner place all of the cards in number order from 11
through 19.
An Advanced Variation:
1. Assemble two "teen" dice (see making or modifying dice in
Appendix A); one die should be numbered 11, 12, 13, 14, 15, and
16 and the other die 14, 15, 16, 17, 18, and 19. Photocopy the
Teen Recognition Game Board and provide markers such as
beans, buttons, nuts, or bolts for each player.
 Page 40
2. Each player begins on one of the black dots in the corners of
the game board.
3. Each player in turn selects either the 11 through 16 or the 14
through 19 die and rolls it. He must identify the number on the
die before moving his marker.
4. If the number is identified correctly, that player moves his
marker one space horizontally, vertically, or diagonally to a
matching teen number. If, however, the die does not match a
number directly next to the player's marker, no move can be
made.
5. Players take turns moving until someone reaches a center
square. The person who reaches a center square first wins.
Page 41
 Page 42

Fraction Plates
Why Do It?
To provide hands-on and visual experiences with basic fraction
concepts
Here's How!
1. Obtain inexpensive paper plates (or substitute paper squares or
coffee filters) that may be marked on and cut up.
2. Have the learner mark 1 on a plate for one whole amount.
3. Being as accurate as possible, draw a line through the center of a
second plate and use scissors to cut along this line. Ask how many
parts there are after it has been cut and whether the parts are the
same size.
4. Since there are now 2 equal segments, a 2 should be written on
each part and a 1 above each 2. This tells the learner that each
portion is 1 of 2 equal parts. We usually call each part one-half or a
half.
5. Continue this process with another plate being cut into fourths
(with each portion being 1 of 4 equal parts). These plates will be
enough to begin, but as the learner appears ready, additional plates
may be cut into eighths, thirds, sixths, and so forth.
6. Have the learner use the plates to explore fraction equivalence
concepts. Ask, for example, how many of the 1/2 pieces are the
same as the 1 whole plate and have the learner prove his or her
result by physically matching a 1/2 plate plus another 1/2 plate to
the 1 whole plate.
7. As the learner is doing the matching you might keep a record by
writing down 1/2 + 1/2 = 2/2 = 1 and pointing out to the learner
how this is related to the matching of the paper plate fractions.
8. As this process continues the learner should be able to match
and discover 1/4 + 1/4 + 1/4 + 1/4 = 4/4 = 1 and 1/4 + 1/4 = 2/4 =
1/2, and so forth.

An Easier Variation:
1. To play Cut and Eat a Cookie, soft cookies and a table knife are
needed.
2. Have the learner cut a cookie into 2 parts of the same size and
ask how many cookies he started with and how many parts there
are after cutting.
 Page 43
3. Discuss the fact that we usually call each part a half, but that
each is really 1 of 2 equal pieces.
4. If the learner knows her numbers you might write 1/2 next to
each cookie part and again note that each half is 1 of 2 equal
pieces.
5. Then allow the learner to eat 1/2 of the cookie and perhaps the
other half too.
6. Continue by having the learner cut another cookie into 4 parts
of the same size and discuss the idea that each 1/4 is 1 of 4 equal
pieces.
An Advanced Variation:
1. Have two or more players try the fraction game Cover One
Whole.
2. Each player will need a whole paper plate. Also needed are
fraction pieces cut and labeled as follows: one each of the 1/2,
1/3, and 1/4 sizes and four each for sizes 1/6, 1/8, and 1/16 and a
spinner marked with the same fraction values (see instructions
for a Paper Clip Spinner in Appendix A).
3. At each turn a player spins a fraction and chooses whether or
not to place the corresponding fractional part on his or her own
plate. The object is to put together a set of fractional pieces that
will exactly cover their one whole plate. (In the example below
Player #1 needs a 1/8, whereas Player #2 could win with a 1/4, or
with 1/8 + 1/8, or with 1/8 + 1/16 + 1/16, or with four 1/16th
pieces.)
 Page 44

Birthday List
Why Do It?
To recognize numbers and their uses in daily life
To place nonsequential numbers in numerical order
Here's How!
1. Have the learner ask the birthdays of friends and family
members.
2. Using only the day of the month, help the learner write the
dates on index cards and order them between 1 and 31. (Note:
Some family members may have the same date but in different
months.)
An Easier Variation:
1. Give the learner two nonsequential number cards, such as 6
and 2, and ask him to put them in numerical order from least to
most.
2. As the learner feels comfortable, increase the number of cards
until he can sequence all of the numbers from 1 through 9.
Another Easier Variation:
1. Deal a set of playing cards (remove face cards and joker) to
two, three, or four players.
2. Each player places his or her cards in a pile with the numbers
facing down. Then each player turns over and shows the card
from the top of his or her pile.
3. The player with the highest number gets all the cards. In case
of a tie each player plays a second card from his or her pile.
 Page 45
An Advanced Variation:
1. Look at a calendar and talk about the order of months, that is,
January is the first month of the year, and so forth, and the
number of days in each month.
2. Have the child mark the birthdays of each family member on
the family calendar.
A More Advanced Variation:
1. Photocopy enough calendar pages so that each learner may
make her or his own year-long calendar.
2. Help each learner to note and number the days in each month.
3. Have each learner indicate family birthdays, observed holidays,
and other planned events throughout the year.
4. As a creative experience the learner might draw a picture for
each month.
Another Advanced Variation:
1. Have the learner note the different ways in which dates are
written.
2. Note, for example, that the most common practice in the
United States is to denote month/date/year, such as January 23,
1999 or 1/23/99.
3. However, in some parts of the world the date is generally
written first as 23 January 1999. Discuss these conventions with
the learner noting why they are written as such.
Page 46
 Page 47

Order Race
Why Do It?
To practice arranging the numbers 1 through 31 in numerical
order
Here's How!
1. Help the learner cut number boxes from an old calendar month
with 31 days. Mix up the pieces and encourage the learner to
reorder them from 1 through 31 .
2. Mix the calendar pieces again and keep track of the time it
takes the learner to put them in order. Repeat and see if he can do
it faster.
3. If competition is desired, cut out two sets of calendar numbers
and have two players race to see who can put them in numerical
order first.
 Page 48
An Easier Variation:
1. Use two old calendar pages, each with 31 days. Cut one apart.
2. Ask the learner to match numbers. He should do so by placing
each of the cut out numbers on top of the corresponding number
on the uncut calendar page.
3. Finish by having the learner orally count the days.
An Advanced Variation:
1. Place the numbers 1 through 31 in a container.
2. Have the learner draw out two numbers and identify the larger
number.
3. As an alternate format, have two players each draw a number
and determine who has the larger number.
Another Advanced Variation:
1. Ask the learner to place the numerals in reverse (backward)
order as 31, 30, 29, and so forth.
2. If successful, ask that she also orally say them in reverse order.
(Note: This is a task that some young learners may not yet be
able to perform.)
A More Advanced Variation:
1. Using only the numbers from 1 through 9, have the learner
draw two numbers and place them together to form a two-digit
number.
2. Ask the learner to identify that number.
3. Then ask him to reverse the two numbers and identify the new
number.
4. Finally, ask which is the larger number?
 Page 49

Counting with Glasses

Why Do It?
To gather items and count them by 1s, 10s, and so forth
To develop place value understanding
Here's How!
1. Help the learner to find and count a large number of drinking
glasses or paper cups. Have the learner place them on a table or
countertop in groups of 10. For example, if 23 glasses are found,
the learner should arrange them as 2 groups of ten and 3 groups
of one.
2. Have the learner draw a simple picture or diagram showing the
arrangement of the glasses.
3. Write the numeral for the total number of glasses on top of the
page and discuss the meaning of the 10s and 1s in this number
with the learner.
4. Additionally, ask the learner to count other objects, such as
light bulbs, paper clips, or cookies in a package, and relate them
as groups of 10s and 1s.
An Easier Variation:
1. Begin by having the learner count 5 to 8 randomly arranged
glasses and note whether he avoids counting some of the glasses
more than once.
2. If the learner finds this difficult, show her how moving each
glass to the side once it has been counted can be a help.
3. If successful, have the learner do the task again with more than
10 glasses, and again with more than 20.
 Page 50
An Advanced Variation:
1. Use small objects such as raisins, Cheerios®, or paper clips
and several stackable drinking glasses. Have the learner count out
24 raisins and place them so there are 10 raisins in each glass
with any extra raisins remaining on the tabletop.
2. Count them as 10, 20, 21, 22, 23, and 24. Continue this activity
with more and more raisins, making certain the learner
understands the process of counting by 10s and 1s.
3. When the learner attains 100 items have the glasses (with 10
raisins in each) stacked 10 high and begin counting and using
place value for 100s, 10s and 1s. For example, 123 or 100 + 20 +
3 is shown below.
 Page 51

Finding Fractions
Why Do It?
To learn to see common fractions in different shapes and sizes
Here's How!
1. Help the learner search for fractional things at home or in the
classroom. For example, if the concept of one-half is to be
explored, look around the house, especially the kitchen, and help
the learner find something that illustrates this concept.
2. Have the learner share the halves with someone else. For
example, he might show two halves of an apple, the halves of a
large cookie, a half loaf of bread, or one-half of a puzzle. Note
that we commonly call each one-half, but this really means 1 of 2
equal parts which is written as 1/2.
3. If the task with halves was enjoyable, have the learner try to
locate things that come in 1/4ths (1 of 4 equal parts) or 1/3rds (1
of 3 equal parts), and so forth.
An Easier Variation:
1. Point out to the learner some things that are halves. Note that
we say half and write it as 1/2 which means 1 of 2 parts that are
the same size.
2. Work together to find examples and make a list of the things
found such as 1/2 of an orange, a sheet of paper folded to show
halves, 1/2 of a piece of toast, or 1/2 of a carrot. (Note: the list
will need to be in picture form for young learners.)
An Advanced Variation:
1. A learner who is ready might try dealing with a fraction of a
group.
2. As such she might be presented with 4 pieces of candy and
asked how many make up half. (Remember that 1/2 means 1 of 2
equal parts.) As such the learner might be asked to place equal
amounts in each of 2 bowls.
3. Try the task again, but this time with 8 pieces of candy, or 6
pieces of candy, or 10 pieces of candy. Help the learner to notice
that in each case, even though the number of pieces of candy
varies, there are always 2 equal groups.
 Page 52

Right On/Before/After Roll

Why Do It?
To practice place value
To recognize numbers that come before and after
Here's How!
1. Construct dice with the numbers 0 through 5 on one and 1
through 6 on the other (see Appendix A for instructions on how
to make or modify dice) and different markers, such as buttons,
paper clips, or beans, for each player.
2. To begin playing Right On, the first player rolls the dice and
arranges them as a two-digit number. For example, for 2 and 5
the player could make 25 and say twenty-five or he could make
52 and say fifty-two.
3. After correctly saying the number aloud that player places his
marker in the corresponding spot on the game board. (See the
Right On/Before/After Game Board.)
4. The game ends when each of the players cannot place a marker
on the game board. For example, if a player rolls a 3 and a 4 and
both 43 and 34 are covered, he must stop. The other players may
continue until they are also unable to play. When the game ends,
the players should each count up the total number of spaces they
were able to cover and say and write that total.
An Easier Variation:
1. Play the game as noted above, but, in addition to saying the
number rolled and finding the proper place on the game board,
also use straws and rubber bands to physically show the
numbers.
2. If, for example, 32 is rolled, have the learner build it as three
bundles of 10 straws each held together with rubber bands plus 2
loose straws. Then help the learner to see that she has 3 bundles
which equal 30 and 2 more straws so there are 32 straws in all.
 Page 53
An Advanced Variation:
1. Construct dice with the numbers 0 through 5 on one and 1
through 6 on the other (Appendix A contains instructions on how
to make or modify dice) and find different markers such as
buttons, beans, nuts, bolts, or small stones for each player.
2. To begin playing Before and After a player rolls the dice and
chooses one number to put in the tens place and the other in the
ones place. For example, if a 3 and a 5 are rolled, the player
could choose to make either a 35 or a 53.
3. The player may then choose the number that is before or after
the rolled number, name it, and place a single marker on the
game board. For example, if 35 is chosen, the marker could be
placed on either 34 or 36. If 53 is designated, then either 54 or 52
must be marked.
4. If all possible numbers are already covered, that player does
not cover any number and forfeits his turn.
5. When the entire game board is covered, or a specified time has
elapsed, the player with the most markers on the board wins.
6. As a challenge, adept players may be allowed to put as many
markers on the board as possible in one turn. For example, if
they roll a 3 and a 5, they may put markers on 34, 36, 52, and 54
if not already covered.
Page 54
 Page 55

Closer Is Better
Why Do It?
To further develop place value understandings

Here's How!
1. Use the ace through 5 cards from a deck of regular playing
cards (or make your own set of cards with four of each card
numbered 1 through 5).
2. Shuffle the cards and deal three to each player.
3. Place the remaining cards face down in the center of the play
area.
4. Turn up the first two cards from the center pile to obtain the
target number. The first card turned up is the tens place and the
second card is the ones place. For example, if the first card is a 2
and the second is a 6, the target number is 26.
5. Each player then decides which two cards in his or her hand to
keep to make a number as near as possible to the target number.
The third card in each hand is discarded.
6. Each player shows and says the number in his or her hand.
Which player has the closest number? Ask the players to
determine this by making physical representations of each
number. To do so the players might bundle straws in groups of
tens and ones using rubber bands. Then use the appropriate
number of bundles and single straws to represent the target
number and the number of each player.
 Page 56

7. If the players are interested in keeping score, grant a point for

the player who is closest to the target number for each hand. The
first player to reach five points wins.
An Easier Variation:
1. Play a game of Show Me the Number. Review the idea of place
value by reminding the learner that two-digit numbers (anything
over 9) have a tens column and a ones column. Have available
bundles of ten straws rubber-banded together and single straws.
2. Use only the ace through 3 of a regular set of playing cards or
make four sets of cards with the numbers 1 through 3 written on
them. Ask the learner to turn over two cards. As the first card is
turned over, say, ''The 3 is in the tens column." When the second
card is turned, say, "The 2 is in the ones column. The number is
32." Help the learner identify several more two-place numbers as
she turns over cards.
3. After a selected number has been identified, help the learner to
show that number with bundles of tens and loose straws as
shown below.
 Page 57
4. Without removing the first set of numbers and the matching
straw representation, ask the learner to turn over another set of
cards and repeat the process. Continue this activity until the
learner feels confident.
5. Now you may want to add a challenge. Allow the learner to
compare numbers by lining up and counting the bundles of tens
and ones for each. Which number is larger? Which is smaller? As
further proof, undo the bundles and allow the learner to count
each group of straws one by one.
6. Want another challenge? Allow the learner to line up a group
of 13 straws and another of 18 straws one under the other in a 1-
to-1 fashion. Then count how many more straws are in the line
of 18 straws.

An Advanced Variation:
1. Play the game as explained in the original variation above but
work with three-digit numbers, including the hundreds column.
Use ace through 9 from a regular card deck (or make your own
set of cards with four of each number from 1 through 9) and deal
4 cards to each player.
2. Allow each player to arrange three cards to make a number as
near the target as possible and discard the fourth card. Which
player has the number nearest in value to the target number?
3. Ask the players to show the difference between their number
and the target number by subtracting and/or using bundles and
loose straws.
4. As a challenge, the learner might also draw pictures or
diagrams to illustrate the problem. For example, if the target
number is 238 and the student draws cards for 259, he might
show his number using a dot diagram as shown.
 Page 58

(See Appendix A for dot paper that may be photocopied.)

 Page 59

Fractions Can Be Tricky

Why Do It?
To provide a variety of experiences with everyday fraction
concepts
Here's How!
Fractions can be experienced in a number of settings such as 1/2
gallon of milk, 1/2 of a group of 8 people = 4 people, 1/2 dollar =
50¢, or 1/2 of an apple. With this in mind the following everyday
fraction experiences are suggested; try these and others that you
are familiar with.
1. Paper Folding. Begin with four paper squares of the same
dimensions (typing paper cut to size works well). Have the
learner write 1 on the first square, which will serve as 1 whole
amount. A second square needs 1 fold and each portion is
labeled 1/2 (each is 1 of 2 equal parts). Another of the paper
squares should have 2 folds (see diagram) such that each part is
1/4 or 1 of 4 equal segments. Finally a third fold will yield 1/8
portions. Be certain to spend time discussing these fraction
meanings with the learner. Try a similar activity with paper circles
(Note: Circles might also be folded as sixths or twelfths.)
2. Repeating Figure Fractions. Designate a geometric shape as a
basic fraction and then have the learner demonstrate how the
whole figure might appear. For example, in the illustration below
the triangle is designated as 1/4 and possible solutions are
 Page 60
shown. The learner's thinking might be extended by designating
the same triangle as 1/6; then what might be possible outcomes?
What might happen if triangles of other dimensions are used? Or
squares? Or rectangles?

3. Half Full. Containers of the following sizes will be needed:

gallon, half gallon, quart, pint, and cup (one-half pint). Allow the
learner to experiment by pouring water (or a dry material such as
uncooked rice) from one container to another. Then ask leading
questions such as: How many cups does it take to fill the pint jar?
If 2 cups fill it, how many will make it 1/2 full? So, is a cup 1/2
of a pint? Explain it to me. How many pint jars fill the quart
container? So what fraction of a quart is the pint? Can you
explain it to me? Now a harder question. How many cups does it
take to fill the quart container? Try it and find out. If 4 cups fill it,
what fraction of the quart is each cup? Explain it to me. Continue
with such pouring activities and the related questions so long as
the learner does not get frustrated. If the learner does not yet get
it, please don't be overly concerned. With proper experiences,
such as those noted here, and as the learner gets older the
expected understanding will come.
 Page 61

4. Berry Pies. Fractions dealing with groups of things are often

difficult for learners to understand; as such, this activity may be
helpful. Paper plates or circles that may be drawn on and about 20
objects of the same kind (for example, berries, pennies, or paper
clips) are needed for this activity. Begin with a paper plate that has
a line drawn through the center and perhaps 12 berries. Have the
learner place an equal number of berries in each piece of the pie.
Then have the learner describe what happened. The learner might
be prompted to explain that each piece is 1/2 of the pie and there
are 6 berries in each. So, 1/2 of the 12 is 6 berries. Have the learner
do similar activities with pies that have been cut into fractional
pieces of varying sizes and with different numbers of berries.
Some possibilities are shown below.
 Page 62

Works Cited
1. Roger Hargreaves, Count Worm (Miami, Florida: P.S.I. &
Associates, Ottenheimer Publishers, 1982).
2. Pat Hutchins, The Doorbell Rang (New York: William
Morrow, 1986).
3. Bruce McMillan, Eating Fractions (New York: Scholastic,
1991).
 Page 63

Chapter 2
Number Operations
The activities in this chapter will help learners to comprehend
more than just how to do addition and subtraction. The learners
will be encouraged to use manipulatives, visual aids, estimation,
and to talk about their thinking as they work toward answers.
Because they will understand the meaning of the operations,
learners will have little trouble mastering basic facts. An added
bonus is that these activities will be used in an atmosphere of fun
and, as such, rich mathematical conversations will result between
parents and children and between teachers and children.
 Page 64

Combinations in the Hand

Why Do It?
To practice number combinations
To develop logical reasoning skills
Here's How!
1. Provide several small objects (perhaps five) such as beans,
stones, or buttons.
2. One player holds some of the five objects in one hand and the
remainder in the other hand so that both amounts may be seen by
a second player.
3. The other player writes down a number sentence showing how
many are in each hand. If, for example, there are three stones in
one hand and two stones in the other, the number sentence would
be 3 + 2 = 5. (Note: If writing the sentence is too difficult, have
the learner tell in his or her own words what the situation is.
Then you or an older student might write the equation.)
4. Have the first player rearrange the stones so there is a different
amount in each hand. Then say and write another number
sentence that equals five.
5. How many different number sentences can you make that
equal five? What happens if you put all the objects in one hand
and none in the other?
6. Try this activity again with a different number of objects.
An Easier Variation:
1. Place a small number of objects such as beans, perhaps three,
on a tabletop and have the learner count them.
2. Have the learner cover all of the beans with his hand. Then ask
how many objects are under the hand.
3. Ask the learner to cover some but not all of the beans. Ask
how many can be seen and how many are under the hand? Have
the learner tell a story about the situation. For example, if two
beans are under the hand and one is showing, the child might
say, "One bean is showing and I have two more under my hand,
so there are three beans in all."
4. When successful, try the activity again with different numbers
of objects.
An Advanced Variation:
1. Get several (perhaps six) small objects such as beans, pebbles,
or buttons.
2. Player #1 holds some of the objects in an open hand and the
remainder in the other hand, which is closed.
 Page 65
3. Player #2 looks at the objects in the open hand and tries to
figure out how many are in the closed hand. She then says how
many are in the closed hand, checks to see if she is correct, and
writes the number sentence to match.
4. Continue by rearranging the same six objects together so that
there is a different amount in each hand. Then repeat direction
number 3. If capable, the player might also write a missing
addend equation; for example, if two beans are showing and it is
known that six is the total, then the player might write 2 + D = 6.
5. Try the activity again using five or more objects.
 Page 66

Cover That Number

Why Do It?
To enhance number recognition skills
To practice addition facts to ten
To develop logical thinking skills
Here's How!
1. Provide two 0 through 5 dice (see Appendix A for directions
on how to make or modify dice), a number line from 0 through
10 for each player, and small objects (pennies, beans or popcorn)
for use as markers.
2. To begin play, the first player rolls the dice and may cover
either the sum of the two dice combined or the individual
numbers from each die. If, for example, a player rolls a 4 and a 1
he may cover either the 5 or both the 4 and the 1.
3. Following the same procedure the game continues with each
player taking a turn. (If a player cannot use the numbers rolled,
he or she must pass.)
4. The first person to cover all the numbers on his or her number
line wins.
An Easier Variation:
1. Provide two 0 through 5 dice (see Appendix A), a number line
from 0 through 10 and an object for use as a marker (a penny,
bean, or paper clip).
2. The player begins by rolling the dice and orally identifying the
numbers.
3. She then selects one of the numbers rolled, says what it is, and
''hops" the marker from 0 to the matching number position on the
number line.
 Page 67
4. Continuing from that matching number position, the player
again hops the marker the number of times specified on the
second die. If, for example, the numbers rolled are 5 and 2, the
learner might hop the marker from 0 to 5 and then from 5 to 6 to
7.
5. Finally the player should identify the answer number and
explain how she got there.

Another Easy Variation:

1. Provide a 6 × 6 grid, a different colored crayon for each
player, and two 0 through 5 dice.
2. Help the players to randomly write the numbers 0 to 5 in grid
boxes or photocopy the number grid provided.
3. In turn, each player rolls the dice, identifies those numbers,
and uses his or her crayon to color in one matching grid box for
each number rolled. If no number can be found, the player must
pass.
4. When all numbers are colored the game ends. If a winner is
desired, the player with the most numbers colored wins the game.
 Page 68
An Advanced Variation:
1. Have each player roll the dice and identify the numbers.
2. He must then write those numbers as an addition or subtraction
problem together with the answer on a magic slate, chalk board,
or paper.
Another Advanced Variation:
1. The learner is to roll two dice and write and solve that addition
number sentence. He should repeat this procedure nine more
times. (Note: The number sentences might initially be written on
small pieces of paper so they can be easily moved around.)
2. Then help the learner to develop a chart that shows the
different number combinations that yield the same sum (a partial
example is shown below). It is important to note that, for a
beginner, 2 + 3 = 5 is a very different number combination from
3 + 2 = 5.)
 Page 69

Rolling Math Beans

Why Do It?
To help visualize math in a concrete manner
To practice counting and simple addition
To explore beginning probability
Here's How!
1. Make one or two dozen "math beans." To do so spread a single
layer of large dried lima beans in a low-sided box and spray paint
one side of the beans with a bright color (red or blue). Wait until
dry and then spray the opposite side of each bean a contrasting
color (green or yellow). You can also use contrasting permanent
felt markers to do the coloring.
2. Provide each learner with five math beans, a small paper cup,
crayons that match the colored sides of the beans, and a
recording sheet.
3. Have the learner shake the beans and toss them on a flat
surface.
4. She should then count the number of beans that are of one
color, the number that are of a contrasting color, and orally state
the results. For example, she might say, "I have three red beans
and two green beans so 3 plus 2 makes 5."
5. Ask the learner to color in the recording sheet with the
appropriate number of beans of each color and write the
corresponding equation, such as 3 + 2 = 5. (To check for
accuracy the student might actually place the beans on top those
that she has colored in on the recording sheet.)
An Easier Variation:
1. Place ten math beans in a small container.
2. Ask the learner to shake and toss them on a flat surface.
3. Separate the beans into two groups according to color (red in
one group, green in another).
4. Have the learner count the number of beans of each color and
orally state the results. He might have, for example, four red
beans and six green beans.
5. Ask whether there are more red beans or green beans. (Note:
The learner may check by placing them in a one-to-one
relationship on a grid like the one shown below.)
6. Repeat this activity several times and discuss the different
number combinations.
 Page 70

An Advanced Variation:
1. Ask each learner to count out ten math beans and place them in
a paper cup.
2. The learner should shake the cup, toss the beans onto a flat
surface and count the number of beans that land with one color up
and the number of beans with a contrasting color showing.
3. Have the learner write a corresponding addition equation such
as 4 + 6 = 10. (Note: If this is too difficult, ask the learner to color
in the number of beans of each color on the recording sheet and
then help her to count and write the related equation.)
4. Repeat the activity ten times and note the variety of
arrangements.
5. As a further challenge, ask the learner to determine how many
different equations are possible when using 10 beans.
Another Advanced Variation:
1. Have the learner count out five math beans and place them in a
paper cup.
2. Ask the learner to predict how many beans will land with the
red side up when the math beans are tossed onto a flat surface.
3. He should then toss the beans and check his prediction. Repeat
the activity several times and discuss the results.
4. As a further challenge, increase the number of math beans to
ten, repeat the experiment ten or twenty times, and discuss whether
certain outcomes are more likely than others.
Page 71
 Page 72

Get Ten
Why Do It?
To practice number combinations to 10
To encourage mental math thinking
Here's How!
1. The Get Ten game is played by pairs of learners (or a learner
and an adult).
2. Each player draws 5 circles approximately 2 inches in diameter
on a piece of paper and writes one number in each circle from
the selection 9, 8, 7, 6, 5, or 4.
3. The players then take turns rolling a die. If a rolled number
can be added to one of that player's circles to make 10, then she
can draw an X in that circle. (Note: If a rolled number goes with
a circle that has already been marked out, that player must pass
and it becomes the other player's turn.)
4. The winner is the first player to be able to cross off all of her
circles.
An Easier Variation:
1. This version is also played by pairs of learners who each draw
five circles, but the numbers written in the circles must be 1, 2, 3,
4, 5, or 6.
2. The players then take turns rolling a die. If the number of dots
on a rolled die matches a player's circled number he may mark it
with an X. (Note: As in the original game, if a rolled number goes
with a circle that has already been marked out, that player must
pass and it becomes the other player's turn.)
3. The winner is the first player to be able to cross off all of his
circles.
An Advanced Variation:
1. Have the pairs of learners (or a learner and an adult) play a
game of Get Twenty.
2. Each player draws 10 circles approximately 2 inches in
diameter on a piece of paper and writes one number in each from
the selection 8, 9, 10, 11, 12, 13, 14, 15, 16, 17, or 18.
3. The players then take turns rolling two dice. If the rolled
numbers can be added to one of that player's circles to make 20,
then she can draw an X in that circle. (Note: If the rolled
numbers go with a circle that has already been marked out, that
player must pass and it becomes the other player's turn.)
4. The winner is the first player to be able to cross off all of her
circles.
5. As a further challenge, modify Get Ten or Get Twenty so that
either may be played for subtraction.
 Page 73

Add 'Em and Eat 'Em

Why Do It?
To practice addition skills
To develop and/or reinforce an understanding of place value
Here's How!
1. Select edible items that the players may collect, count, and eat
such as popcorn, cereal, raisins, or minimarshmallows.
2. Each player chooses a marker and places it on the Add 'Em
and Eat 'Em Game Board.
3. In turn, each player rolls two 1-6 dice (see Appendix A for
directions on making or modifying dice), adds up the numbers
showing, and moves his marker that number of spaces. He then
counts out treats equal to that total number and saves them.
4. The game continues until each player reaches the end. Once he
has done so, have him place his items in groups of 10 and then
count them as 10, 20, 30, and so forth. (this will help to reinforce
place value concepts). When finished the players may eat their
treats.
An Easier Variation:
1. Help the learner make a set of cards having 1 to 5 dots or
stickers on each. Allow the learner to select an edible item that
she will be able to count, collect, and eat as her prize (Cheerios®,
popcorn, raisins, M&Ms®).
2. Place the cards face down on a table. The learner then turns a
card over, places an edible item on each dot or sticker, and
counts the number of edible items that were placed on it.
3. The child may then eat the prize.
An Advanced Variation:
1. Play an extended Add 'Em and Eat 'Em game where the
players may accumulate large numbers of items. When doing so
use cereal such as Cheerios® or Froot Loops®. Suggest optional
uses for the edible items including: (1) adding milk and eating the
Cheerios or Froot Loops; (2) stringing them to make necklaces or
bird feeding strings (by making every tenth piece a colored Froot
Loop place value will be reinforced).
Page 74
 Page 75

Animal Adoption
Why Do It?
To use picture manipulatives to practice subtraction
Here's How!
1. Photocopy the animal pictures shown and have the learners
color and cut them out. Each player should then place the same
number of animals (perhaps 10) in front of himself or herself.
Also, provide a die numbered 1 through 6.
 Page 76
2. The players take turns saying, ''I have ten animals (or the
number of animals in front of them) to find homes for." Player
#1 then rolls the die and says, "Four people (or whichever
number appears on the die) want to adopt animals." She then
takes that number of animals away and says, "Now I have six
animals (the number remaining) that still need homes."
3. Player #2 continues in the same manner.
4. The first player to find homes for all of his or her animals
wins.
An Easier Variation:
1. Give each player 6 beads and yarn and provide a 1 through 6
die.
2. Have the players string all six beads on their yarn. The first
player then rolls the die, takes off the number of beads indicated,
and states the related number sentence. If, for example, the player
rolls a 2 then he might say, "Six minus two equals four," or "6
beads take away 2 beads leaves 4 beads." (Note: If this is too
hard for the players, repeat that segment of the activity, talk about
it, and then practice saying the number sentence together.)
3. After all players have had a turn, compare the number of beads
left on their bead strings. Discuss who has the most left? The
least?
4. Have the players restring their 6 beads and play again.
An Advanced Variation:
1. Write a subtraction problem on the board or a piece of paper.
2. Have individual learners or small groups of learners tell an
animal story to go along with the subtraction problem.
3. Repeat the story and have the learners act it out with animal
manipulatives as it is being told. (Photocopy and cut out the
animal pictures shown.)
4. As a further challenge, the learners might draw pictures to go
along with their stories. When the pictures are complete, put them
in a book with their matching subtraction equations on top of
each page.
 Page 77

Above, Below, In, Left, Right

Why Do It?
To develop positional vocabulary and related listening skills
To practice basic fact computation
To enhance mental math abilities

Here's How!
1. Use the box and numbers as shown or draw a similar one.
2. Ask the learner a series of related positional computation
questions such as the following. What do you get when you add
the number in the box to the number above the box? What is the
total when you add the numbers on top and to the left of the
box? What is the difference between the number below the box
and the number to the right of it?
3. The learner should point to or touch each number as it is
noted.
4. Use and discuss a variety of positional terms such as "in,"
"within," "on top," "above," "over,'' "under," "below,"
"underneath," and so forth.
An Easier Variation:
1. Have the learner identify single numbers according to the
stated location. If asked, for example, about the numeral above
or on top of the square she should respond four.
2. The learner might also show the "how manyness" of the
identified number by using objects. For example, if asked about
the number to the right of the square she should say three and
place 3 objects beside it.
 Page 78
An Advanced Variation:
1. Have the learners mentally compute and answer questions
relating to three (or more) locations. For example, if asked to add
the numbers on top of, to the right of, and in the square, the
mental math required is 4 + 3 + 2 = 9.
2. As further challenges, any or all of the following variations
might be attempted: (a) Use a mix of operations such as add the
first two numbers and subtract a third; (b) Include larger
numbers such as 8, 9, 12, 15; (c) Call for the computation of 4 or
5 or more numbers. Do so by placing numerals at the corners of
a square or using shapes such as hexagons and octagons.
 Page 79

Before/After Roll
Why Do It?
To practice number order 1 through 13
To practice addition to 12
Here's How!
1. Use two 1 through 6 dice, a number line from 1 through 13
and a marker for each player (a button, bean, small rock, or
bottle cap).
2. Each player, in turn, rolls the dice and adds the numbers
together. She then puts a marker on the number line, either one
number before or one number after the number total shown on
the dice.
3. If both the before and after numbers are covered, the player
must pass.
4. When the entire number line is covered the player with the
most markers on it wins.

An Easier Variation:
1. Provide a 1 through 6 dot die, a 0 through 7 number line, and a
marker for each learner.
2. Have the learner roll the die and count the dots. The learner
might like to pretend that the marker is a frog or a rabbit as he
jumps it from the first number on the line to the number rolled.
3. Then ask the learner to jump the marker to the number before
or after the number rolled and to identify that number. The
learner should state, "_______ is the number before _______ ,"
or "_______ is the number after _______ ."
 Page 80
Advanced Variation:
1. Use three 1 through 6 dice, a number line to 20, and a marker
for each player (buttons or beans).
2. Have each player, in turn, roll the dice and mentally add the
three numbers together.
3. The player must then put a marker on the number line either
two numbers before or two numbers after the dice number total.
She must also explain why the marker was placed in that specific
location.
4. If both the before and after numbers are already covered the
player must pass.
5. When the entire number line is covered, the player with the
most markers on it wins.
 Page 81

Drop the Money

Why Do It?
To practice counting by fives
To practice addition and subtraction skills when using money
Here's How!
1. Provide five pennies and five nickels for each player.
2. Obtain a shoe box lid for each player. Color half of the lid with
a red marker or crayon.
3. The player takes all of the coins in hand, shakes them, and
drops them into the lid.
4. The player finds only the value of the coins that fall into the
red side of the lid. (Note: The player should be taught to count
the nickels first by 5's and then add the pennies by 1's.)
An Easier Variation:
Play the above activity with pennies only; use ten pennies
initially, then increase to fifteen pennies, and then twenty
pennies.
An Advanced Variation:
Play the original activity with five dimes and five quarters in
addition to the pennies and nickels.
Another Advanced Variation:
1. Play the original activity and have the player find the value of
the money on both sides of the lid.
2. Then have the player determine which side of the lid has the
most money.
3. If she is able, have the player figure out how much more
money is on one side of the lid than on the other by using
subtraction.
 Page 82

Coin Trade
Why Do It?
To practice values with pennies, nickels, dimes, and quarters
To practice addition skills

Here's How!
1. Provide penny, nickel, dime, and quarter Money Grids for
learners to work with. (Real coins taped to some of the respective
Money Grids might further aid in understanding.)
2. Have the learners show and tell how many penny grids it takes
to equal a nickel, a dime, a quarter.
3. As a challenge, learners might also practice placing the smaller
Money Grids on the larger ones to match and count values. For
example, if 35 cents is called for it might be matched with a 25
cent (quarter) grid and a 10 cent (dime) grid, but it could also be
matched in other ways such as with three 10 cent (dime) grids
and a 5 cent (nickel) grid.
An Easy Variation:
1. Put one penny, nickel, dime, and quarter in a small paper bag.
2. Assemble a spinner that has the words and pictures of a penny,
a nickel, a dime, and a quarter in designated sections (see the
illustration and Appendix A for directions on making spinners).
3. Take turns spinning the spinner and have the learners note
which coin is called for. Then have a learner put his or her hand
in the bag, without looking, and try to feel and pull out the coin
that the spinner showed. Replace the coin for the next learner's
turn.
 Page 83
4. If scorekeeping is desired, allow 1 point for each correct grab.
The first player to get five points, or any agreed upon total, wins.

An Advanced Variation:
1. Collect five pennies, five nickels, five dimes, and five quarters.
2. Talk about how much each coin is worth. Have the learners
use the Money Grids to explain the value of each coin.
3. Put a coin on the table as the target amount. Have the learners
use the other coins to add up to the target value. For example, if
a dime is the target, the learners might show equivalent value
with two nickels, or one nickel and five pennies, or ten pennies.
4. Put out two coins as the target amount and repeat the process.
Continue by having the learners find equivalent values for three,
four, or five coins, so long as they remain interested and
successful.
(Note: You may wish to make multiple copies of the penny,
nickel, and dime grids on the next page. It may be helpful to glue
the nickel, dime, and quarter coin copies on back of the matching
Money Grids.)
Page 84
 Page 85

Money Match Math

Why Do It?
To practice identifying and learning the value of different coins
To practice coin value exchanges (5 pennies = a nickel, 10
pennies = a dime).
To gain experience with different coin combinations that have the
same value
Here's How!
1. When playing Money Match Math the object is to earn a
specific amount of money such as 20 cents or 50 cents.
2. To do so each player takes a turn rolling a die and acquires the
number of pennies equal to the number shown on the die.
3. As each player acquires enough pennies, they can be traded for
other coins; for example 5 pennies should be traded for a nickel,
and two nickels (or one nickel and five pennies) for a dime, and
so forth. (Note: If learners find the trading of coins difficult, use
the Money Grids from the Coin Trade activity.)
4. The first player to reach the stated amount wins the game.
5. As a further challenge, ask each player to figure out how
many different coin combinations equal the specified amount.
An Alternate Variation:
1. Read the book 26 Letters and 99 Cents, 1 by Tana Hoban.
2. Using the 99 cent section of the book and a variety of real
coins, ask the learner to identify those used in the illustrations; he
should also place an actual coin, or set of coins, on each
illustration to match those pictured.
3. When the learner has completed the money matching for an
illustration, help him to determine the total value.
4. A discussion of other coin combinations that will yield the
same value is also advised.
An Easier Variation:
1. Make task cards that have a line drawn down the middle to
create two equal sections.
2. Use cellophane tape to fasten a coin (penny, nickel, dime, or
quarter) to one section of each card.
3. Provide a variety of loose coins and ask the learner to select
and place a matching coin on the other section of each task card.
(Note: Be sure to have the learner closely examine both sides of
each coin; otherwise she will sometimes insist that a penny is
only a penny when the face side is showing. Also carefully
examine shiny new coins versus older ones that are worn and
dull.)
4. Teach the learner the name of each coin.
 Page 86

An Advanced Variation:
1. Provide the learner with a selection of things he might like to
buy, such as items from a children's restaurant menu or selections
from a toy catalog.
2. Ask him to pick an item, find the price, and show the coins
needed to purchase it.
3. As a further challenge, the activity might be reversed by
writing the prices for various items in terms of quarters, dimes,
nickels, and pennies and asking the child to figure the total price
of that item. (A peanut butter and jelly sandwich, for example,
might cost 3 quarters + 1 dime + 1 nickel + 3 pennies.)
 Page 87

What Price?
Why Do It?
To simulate real life problem-solving experiences
To enhance addition and subtraction skills
Here's How!
1. Help the learners set up a small ''pretend" store using pictures
from magazines, newspaper grocery ads, empty labeled cans and
boxes, and so forth. (The pictures may be pasted on cards.) Write
a price on each, but keep the numbers low.
2. Have the learner select two items and add the numbers together
to see how much she owes. As the learners become more
proficient in addition, increase the number of items to be bought.
An Easier Variation:
1. Have the learners select two items and indicate which one costs
the most (the larger number).
2. If the activity is to be played with more than one learner, ask
the learners to each select an item and determine who owes the
most and the least.
3. Have the learner place the priced items in numerical order
from least to most expensive.
An Advanced Variation:
1. Have the learner locate favorite items for sale in newspaper
advertisements, toy catalogs, and so forth. He should select two
items and determine the total cost.
2. If ready, the learner might also determine the total for 3 or 4 or
more items.
3. As a challenge, the learner might also use subtraction to
determine how much more expensive one item is than another.
A More Advanced Variation:
1. Read the story, Alexander Who Used to Be Rich Last Sunday,
2 by Judith Viorst.
2. Provide a piece of paper with 100 cents written on it (ignore
the dollar sign and decimal at first).
3. Ask the learners to subtract the amounts Alexander spent.
Share the findings and discuss what each means.
 Page 88
4. A challenge might involve having Alexander receive
additional money from time to time, such as 50 cents for
sweeping the sidewalk.
5. A further challenge might be to have the learners help make
up a story about a person who has a certain sum of money, and
who wants to buy some items. Have the learners repeatedly
subtract the cost of the items to see whether the person has
enough money.
 Page 89

Number Mystery Puzzle

Why Do It?
To instill a curiosity for number puzzles
To practice mental math computation
To achieve answers by manipulating numbers in a variety of
sequences
Here's How!
1. Write the numbers 1 through 9 on small circles of paper.
2. Photocopy the Number Mystery Grids.
3. Have the learner select a sum (such as 8) that she will try to
obtain.
4. Then ask the learner to place number circles on the puzzle
spots so they will equal the desired sum in each direction (see
solution for sum 8).
5. Challenge the learner to discover as many different puzzle
solutions as possible.
An Easier Variation:
1. The learner will need Number Mystery Grids, circles cut from
paper with the numbers 1 through 9 written on them, and small
objects (beans, pebbles, or pennies) to assist in the solution of the
puzzles.
2. Provide the learner with a Number Mystery Puzzle that has
been solved and ask that he prove whether or not the solution is
correct.
 Page 90
3. To prove (or disprove) the solution, the learner must first count
out objects equal to each numeral and place them in the grid
spaces beside each of the number circles. (See example for sum
8.)
4. Next have the learner count all of the objects along one line
(horizontal) and then the other (vertical) to find whether the sums
are the same.

An Advanced Variation:
1. Provide two sets of number circles 1 through 9 and a 3 × 3
Number Mystery Puzzle.
2. Ask the learner to place number circles on the puzzle spots so
that they will equal the same sum in all directions (see a solution
for sum 15).
3. Challenge the learner to discover as many different puzzle
solutions as possible.
 Page 91

Calculator Shopping
Why Do It?
To practice using a calculator
To see how estimation can be helpful
To practice basic facts
Here's How!
1. Show the learners how to enter numbers, the addition sign,
and the equal sign on a calculator. (Note: Exercise care when
entering numbers since no visual record of errors will be
available.) Then take the learners and a calculator to the store or
go catalog shopping.
2. As each item is selected, talk about the price rounded to the
nearest dollar. Explain that the rounded number is not the exact
cost of the item, but that it is a close estimation. He should enter
the rounded numbers and keep a running total on the calculator.
3. When finished at the checkout stand, check to see how close
the calculator total, using rounded numbers, is to the exact total.
If the calculator rounded total is a little low (or high) how might
this be adjusted for on the next shopping trip?
 Page 92
An Easier Variation:
1. Have the learners use the calculator to count. To do so enter 1
and +.
2. Then ask the child to press the equals button one time and say
the number displayed, press the equals button a second time and
say that number, a third time, and so forth. The calculator will
display 1, 2, 3, and so forth. (Note: This will work with nearly all
basic calculators, but do try it in advance to be certain.)
3. The learners might also try skip counting (counting by
multiples) in the same manner. For example, to count by 2s enter
2 and + and the equals button. The calculator will then display 2,
4, 6, and so forth. Have the learners predict which number will
come next. Is there a pattern? If done for 3s the calculator will
display 3, 6, 9, and so forth. (Note: Activities such as this help to
provide groundwork for learning multiplication facts.)
Advanced Variations:
1. Use a calculator rather than flash cards when practicing basic
facts. When doing so one player might call out a basic fact such
as 7 plus 8 and enter it into the calculator. As soon as the other
player has answered she should press the equals button to find
out whether the answer given was correct.
2. For students needing a challenge, higher-level thinking and
basic fact practice can be provided simultaneously. For example,
practice with multiplying by 6s, without telling the learner that is
what she is doing, can be set up by secretly pressing the 6 and ×
buttons and then handing it to the student. By trial and error she
might record × 3 = 18, × 6 = 36, × 2 = 12, × 4 = 24.
By this time she will likely have discovered that multiplication by
6 is what is taking place. (Note: The calculator being used must
utilize a constant feature; to determine if this is the case simply try
the above example.)
 Page 93

Undercover Adder
Why Do It?
To practice addition or subtraction facts
Here's How!
1. Find covers such as bottle caps, buttons, or cut out small
pieces of paper for each of the numbers on the Undercover
Adder Game Board.
2. Place a cover over each number on the game board so that the
numbers cannot be seen.
3. The first player uncovers two numbers and adds them
together. If correct he keeps the covers. If incorrect, the covers
are returned to the board.
4. The second player continues the game in the same way. The
player with the most covers at the end of the game wins.
5. Learners who find the addition game fairly easy might play the
game using subtraction. (Note: The players need to understand
that the smaller number must be subtracted from the larger.)
An Easier Variation:
1. Make a Counter board with only the numbers 0 through 5.
Place bottle caps, open side up, on any two numbers. Then count
the number of beans into each cap to correspond to the covered
numbers. Combine the beans from the two caps and count them
to solve the addition problem.
 Page 94
2. The beans might also be used for comparative subtraction. If,
for example, 4 and 3 are the number of beans being considered,
the 4 beans should be placed in a line parallel to the 3 beans (as
shown below). The learners might then say that 4 is 1 more than
3.

Advanced Variations:
1. A more complex activity results when learners are asked to
uncover and add three or more numbers.
2. Keep a running total of each player's score and the highest
score wins.
3. If an older learner is practicing her multiplication facts, have
her multiply instead of add.
Page 95
 Page 96

Math Tic-Tac-Toe
Why Do It?
To practice addition or subtraction facts
Here's How!
1. Make a Tic-Tac-Toe board with addition or subtraction
problems in each space (see illustration).
2. Find markers such as beans and rocks for each player.
3. Play Tic-Tac-Toe as usual except players must answer the
problem in the square correctly before they can put a marker on
the space.

An Easier Variation:
1. Make a Tic-Tac-Toe board that has a small number of dots in
each section. (Note: For this variation the learner needs to count
and say the corresponding numbers but does not need to add or
subtract.)
2. Play Tic-Tac-Toe as usual except that each player must count
the dots and say the number for the desired square before being
allowed to place his marker.
3. If a further challenge is desired, play another game where the
learner must say the number that is one less than the number in
the desired square. (If it is necessary to assist the learner, cover
up one of the dots in the square and count the dots now
showing.)
An Advanced Variation:
1. Play a Tic-Tac-Toe game that involves a larger grid and both
addition and subtraction problems. (Note: Each player should be
expected to use the correct operation without being told.)
2. As a further challenge, include problems in each space that
have a series of three numbers and involve two operations such
as 3 + 6 2 = ?
 Page 97

Plus and Minus

Why Do It?
To practice addition and subtraction
To develop logical thinking skills
To encourage estimation and mental math
Here's How!
1. Make one set of large cards numbered 2 through 15. Also
photocopy and cut apart sets of small number cards and the plus
and minus cards for each player.
2. Place a set of small number cards face up in front of each
player.
3. Place the large number cards face down between the players.
4. The players, in turn, each draw a large number card. Each
player then must use two of his or her small number cards
together with either the addition or subtraction symbol to equal
the large number card. The plus and minus cards may be reused
as many times as needed in the game.
5. The first player to use up all (or most of) her or his small
number cards wins.
An Easier Variation:
1. Make one set of large number cards with the numbers 2
through 10 on them. Also provide each player with a paper that
has a line drawn across the middle to create a top half and a
bottom half.
 Page 98
2. Obtain markers of two different colors, such as green and red
M&Ms®. (During play the green M&Ms will only be placed on
the top half of the paper and the red will only be placed on the
bottom half of the paper.)
3. The large number cards are to be placed face down in the
middle of the table with the top card turned up.
4. Every player is then to place an M&M total on his or her piece
of paper that equals the value of the turned over card. For
example, if the turned over card was six, each player would place
a total of six M&Ms on his or her piece of paper. One player
might have 3 green M&Ms on the top half of the paper and 3 red
on the bottom half of the paper. Another player might have 1
green M&M on the top half of the paper and 5 red ones on the
bottom half of the paper.
5. Each player must also say the number sentence that matches
his or her M&M arrangement. For example, one player, in the
above example, would say ''3 + 3 = 6". The other player would
say "1 + 5 = 6".
6. Also take time to show and talk about other groupings (as 4 +
2 = 6. 6 + 0 = 6, etc.) that might be made.
7. After each round the players may be allowed to eat their
M&Ms!
An Advanced Variation:
Play the original game but make the following adjustments.
1. Make small number cards numbered from 1 to 20 for each
player.
2. The players may use two or three number cards in a number
sentence to equal the large number card that is turned over. For
example, if the large number card is a 12, the player might use the
small number cards 10, 8, and 6 in the sentence 10 + 8 6 = 12.
 Page 99

Add It Up
Why Do It?
To practice addition facts to ten
Here's How!
1. Photocopy and cut apart the cards below or make a set from
index cards. Shuffle and deal them all out to the players.
2. The first player shows one card to the other players. All
players try to write down as many addition problems as possible
that equal the number on the card. (Note: Some players will find
it helpful to use objects such as beans or paper clips to help
figure out workable number combinations. For example, 6 might
be shown as 3 + 3, or as 4 + 2.)
3. The players take turns showing their cards. Each addition
problem is worth one point. If winning is desirable, the player
with the most points wins.

An Alternate Variation:
1. Use the cards numbered 2 through 10 from a regular deck of
playing cards. Mix them and deal five (or more) cards to each
player.
2. If, when examining the cards dealt, the players find that two of
their cards add to the value of a third, they may lay those cards
down immediately. For example, if a player has a 2, a 3, and a 5,
she should state that 2 plus 3 equals 5 and show them face up.
3. The first player then looks at her remaining cards and decides
which of the following questions to ask (one question only): (a)
If the player holds two cards with small numbers that add up to
ten or less, she might ask, "Do you have a _______ (the sum of
the two cards)?" If, for example the player has a 3 and a 4, she
should ask for a 7.
 Page 100
(b) If, however, a card with a large number is held, she should
ask for two cards with small numbers that will add up to that
sum. For example, if the player has a 9, she might ask for a 6 and
a 3 (or any combination that adds up to nine).
4. If player one receives the called for card(s) she may play them
and continue asking. However, if player two does not have the
card(s) asked for, player one must draw a card from the pile. If
successful, player one may continue asking, but if not her turn is
finished.
5. Player two then begins his turn.
6. The first person to get rid of all of his or her cards wins.
An Easier Variation:
1. Make cards with numerals and matching numbers of dots.
Have children match beans or buttons to the dots.

2. Add a second card and repeat the process. Add the numbers
together and find the answer by counting the total number of
beans or buttons.
More Difficult Variations:
1. Make a deck of cards from 1 through 20 (or higher). Use two
or three cards at a turn to Add It Up.
2. Play Take Away Subtraction by drawing two cards and having
the learner take away the smaller amount from the larger. Initially
this should be done with objects. For example if 9 and 4 are the
numbers being considered, the learner should place 9 beans in a
row and then take away 4 to show 5 remaining. This could be
recorded as 9 4 = 5.
3. Also play Comparative Subtraction where nothing is taken
away, but rather the amounts are compared. For the cards 9 and
4, the 9 beans might be placed in a line and 4 beans in another
parallel line (as shown). Then compare and consider, how many
more beans will it take to make 9?
 Page 101

Do This
Why Do It?
To enhance number recognition and computation skills
To physically act out math fact solutions to ten or more

Here's How!
1. Help the learners to draw a large square, circle, or triangle on a
piece of butcher paper (or with chalk on a sidewalk). Divide the
figure into sections and randomly number each from 1 through 6.
2. Choose an activity (or have several to select from) such as
clapping, jumping, walking on tip toes, patting your head,
touching toes, or blinking that can be acted out easily.
3. At a player's turn he throws two bean bags onto two different
numbers of the figure.
4. The player must then identify the two numbers, add them
together, and act out the answer. If, for example, the bean bags
land on a 5 and a 3, the student might clap 8 times. (Note: If the
learner is unsure, allow him to place 5 objects on that space and 3
on the other and then physically count out 5, 6, 7, 8.)
 Page 102
An Easier Variation:
1. Draw a large square, circle, or triangle on a piece of butcher
paper (or with chalk on a sidewalk), divide it into sections, and
randomly number each from 1 through 9.
2. Choose an activity that can be easily acted out such as
clapping, jumping, or touching toes.
3. At a player's turn he will throw just one bean bag onto the
figure.
4. The player must then identify the number landed on and act
out the answer. If, for example, the bean bag lands on a 7, the
player might jump 7 times. (Note: If the learner is unsure, help
her to place the correct number of objects on that space and then
physically count them.)
An Advanced Variation:
1. To play Subtract from 10, draw a large figure on a piece of
butcher paper (or with chalk on a sidewalk), divide it into
sections, and randomly number each from 1 through 6. Also
select an activity that can be easily acted out such as clapping,
jumping, or touching toes.
2. At his or her turn each player will throw a bean bag onto the
figure.
3. The player must then identify the number landed on, mentally
subtract that number from 10, verbally state the equation, and act
out the answer. If, for example, the bean bag lands on a 4 and
touching toes is the designated activity, he must then say 10
minus 4 equals 6, and then touch his toes 6 times.
 Page 103

Milk Carton Calculators

Why Do It?
To practice basic addition and subtraction facts
To help students make connections between visual representations
and written numbers
Here's How!
1. Make a milk carton calculator and a series of problem and
answer cards (see directions for both).
2. When using the milk carton calculator the learner looks at the
addition (or subtraction) problem side of the card and says what he
thinks the answer is.
3. She then checks the answer by sliding the card (problem side
up) into the top slot of the milk carton calculator.
4. When the card slides out through the bottom slot, the correct
answer to the problem will be shown.
 Page 104
Constructing a Milk Carton Calculator:
Sterilize a half gallon milk carton.
Cut each of the four corners of the top portion of the carton.
Cut a 1 inch wide by 3¼ inch long slot that is 1½ inches from the
top of the carton and a second slot with the same dimensions that
is 1½ inches from the bottom of the carton (Diagram 1).
Using card stock, cut out one rectangle with the dimensions 3½
inches by 5½ inches and label it A and cut a second rectangle
with the dimensions 3½ inches by 9 inches and label it B.
On each of the shorter ends of the rectangles, fold the ends over
½ inch from the end (Diagram 2).
Place rectangle A inside the milk carton, bringing the folded ends
to the outside of the carton, through the cut out sections. The top
flap will come through the top opening, and the bottom flap will
come through the bottom opening.
Using masking tape, attach the flaps on the front of the carton
(Diagram 3).
Place rectangle B inside the milk carton bringing the folded ends
to the outside of the carton, through the cut out sections. The top
flap will come through the top opening, and the bottom flap will
come through the bottom opening.
Tape with masking tape. Reinforce edges with tape to handle
abuse and tape top flaps flat.
You may wish to cover the entire container with decorative
contact paper. If so, use scissors or a utility knife to cut out the
slots.
 Page 105
Constructing Problem and Answer Cards:
Obtain index or other cards that are at least 2 inches by 3¼
inches.
On the problem side of the card write an addition or subtraction
fact question (or other appropriate problem). On the other side,
write the answer to the problem. (Note: the card must be flipped
over from top to bottom and then the answer written so that the it
will show proper side up.)

An Easier Variation:
1. Assemble a milk carton calculator using the directions shown.
2. Make problem and answer cards from small index cards (or
other card stock at least 2 inches by 3¼ inches). On one side of
the card draw a number of objects (such as five stars) and on the
other side write the corresponding number 5.
3. The learner must then count the number of objects on the
problem side of the card and say what she thinks the number is.
4. The learner's answer is then checked by sliding the card
(problem side up) into the top slot of the milk carton calculator.
When the card slides out through the bottom slot, the actual
number will show.
An Advanced Variation:
1. Perform the original activity, but write three addend addition
and/or subtraction problems such as 2 + 5 4 = on the front side of
the card.
2. For students needing a further challenge, play the activity
using simple multiplication or division problems and/or word
problems.
 Page 106

Five Fact Flower

Why Do It?
To practice basic addition and subtraction facts
To increase awareness of the "how manyness" of numbers
To practice basic multiplication and division facts
Here's How!
1. Each learner draws or is given a flower that has a center space
and five petals.
2. A number, such as 8, is placed in the center space.
3. The learner tries to think of five different math equations
(addition or subtraction) that equal the center space number. He
writes one equation in each petal of the flower.
4. If competition is desired, learners might be placed in pairs. The
learner who finishes filling in all five petals first wins a point, but
only if all five equations are correct. If any of the five equations
are incorrect, the other learner automatically receives the point.
 Page 107
An Easier Variation:
1. Give the learner a large drawn flower that has a center spot and
five petals on it.
2. A number, such as 5, is placed in the center space.
3. Provide a variety of different small objects such as bug
counters, pebbles, or sunflower seeds to place on the petals.
4. The learner must then place an equal amount of objects in each
petal so that each matches the center space number.
An Advanced Variation:
1. Play the original game and allow any correct addition,
subtraction, multiplication, or division equations to fill the petals.
2. Restrictions, such as limiting the use of zero and/or one, may
sometimes be advisable.
 Page 108

Addition Partners
Why Do It?
To practice addition with missing addends
Here's How!
1. Provide an Addition Partners Sheet and a die marked with 1,
1, 2, 2, 3, and 3.
2. The player then rolls the die and writes that number in the first
square.

3. Then ask the player to figure out what number goes in the
second square to make the number sentence correct. (Counting
manipulatives such as beans, buttons, or small stones may help
the learner figure out the problems.)
An Easier Variation:
1. Provide a large sheet of paper with a single row of three large
boxes similar to those in the Addition Partners Sheet. Write in
the symbols + and = but don't dwell on them. If the learner asks
what they are, explain in simple terms. Also use a die marked , , ,
, , and .
2. Gather a supply of simple objects (beans, paper clips, or
blocks) to use as counters.
3. Place a number of objects (perhaps ) in the answer box.
4. Have the player roll the die and place the corresponding
number of counters in the first box (perhaps ).
5. Then ask how many counters must go in the second box so
there will be the same number of counters in boxes 1 and 2
together as there are in box 3? (Allow the learner to place and
count manipulatives as she works toward a solution.)
 Page 109

An Advanced Variation:
1. Develop an Addition Partners Sheet with 3 addends plus an
answer box (see sample).
2. Let the learner randomly place numbers 12 to 18 (or larger) in
the answer column.
3. The learner then rolls two dice (numbered 1 through 6), places
those numbers in two of the addend squares, and then solves for
the third square. (It is possible the third square could be zero.)
 Page 110

Works Cited
1. Tana Hoban, 26 Letters and 99 Cents (New York:
Greenwillow Books Division of William Morrow and Company,
1988).
2. Judith Viorst, Alexander, Who Used to Be Rich Last Sunday
(New York: Atheneum, 1979).
 Page 111

Chapter 3
Measurement
Measurement is one of the most important mathematical skills
needed in daily life. The best way for children to develop such
skills is by allowing them numerous hands-on experiences. They
need experiences with: (1) making comparisons (heavier and
lighter, longer or shorter); (2) ordering several objects (which
holds the least to the most); (3) measuring with everyday items
(the table is 7 hand lengths long); and (4) measuring with
standard units for distance, capacity, temperature, and time.
To gain an understanding of needed measurement concepts
young learners need to repeat such activities in numerous and
varied ways. This is especially important in light of the fact that
most young learners will not yet have achieved measurement
conservation concepts. A young child, for example, who has not
yet developed an understanding of conservation of length, when
shown two identical pencils side by side will say that they
measure the same length, but when the position of the pencils is
changed he or she will likely insist that the pencil measurements
are now different. Thus, it is important that young learners have
many such experiences and also be exposed to measurement
tasks that relate to conservation of volume, conservation of area,
and conservation of weight. Finally, it is important to realize that
no amount of telling or showing will teach a child such concepts
of conservation; his or her learning will, instead, result from
many varied personal experiences
The activities provided in this chapter help young children to deal
effectively with a wide range of important measurement skills
and concepts. An added bonus is that these experiences can set
the stage for important mathematical conversations between
parents and children and between teachers and children.
 Page 112

Line Up
Why Do It?
To observe and manipulate objects making comparisons using
such words as ''shortest" and "tallest"
Here's How!
Have the learner rearrange items around the house (or the school
room) from shortest to tallest. Use books, people, tools, stuffed
animals, drinking glasses, and so forth.

An Easier Variation:
1. Cut straws or strips of cardboard into different lengths.
Encourage the learners to use a common base as they lay them in
order from shortest to longest or longest to shortest.
2. The learner might also compare the straws when they are in
upright positions. To do so stick them in play dough or clay and
discuss which is tallest and which is shortest.
Another Easier Variation:
1. Roll play dough into different sized balls and have the learner
determine which is smallest and which is largest.
 Page 113
2. Roll the play dough into snakes and have the learner compare
longest and shortest lengths.
3. Discuss and use related terms such as "biggest," "fattest,"
"thinnest," and so forth.
An Advanced Variation:
1. Discuss how the heights of objects that cannot be moved might
be compared. How might we find out whether the flagpole at the
school or the one at city hall is the tallest, or which of two trees
several miles apart is shorter.
2. Guide the learners to note how the shadows objects cast may
be used to approximate their heights.
3. Finally, if the learners are ready for a challenge, find out how
surveyors use triangles (and precise instruments) to determine
such measurements.
 Page 114

Stick Walk
Why Do It?
To gain experience making length comparisons
To practice using math vocabulary (such as shorter and longer).
Here's How!
1. Go for a short walk outside and have the learners collect five
to ten sticks.
2. Ask the learners to arrange the sticks in order from longest to
shortest. Mix them up and now have them arrange the sticks from
shortest to longest. Ask the learners to indicate the shortest and
the longest.
3. Randomly select two or three of the sticks. Ask the learners to
indicate which of the sticks in this new set is shortest and which
is longest?
An Easier Variation:
1. Photocopy and cut paper rods, as shown on the following
pages into strips. Ask the learner to match them to the
appropriate spaces in the rod tray. Have the learner notice the
differences in length and point out the shortest and longest rods.
(Note: In order for young learners to handle them more easily,
the paper rods might be pasted on tagboard or heavy paper.)
2. As a slightly more difficult task, have the learner arrange the
paper rods from shortest to longest without using the rod tray.
An Advanced Variation:
1. Ask the learners to color the sectioned paper rods as units with
two different alternating colors (as yellow and green). Cut out the
rods and ask the learners to put them in order from shortest to
longest.

(Examples: a colored rod for 6 and a rod for 3)

 Page 115

2. Ask the learners to count the sections in the shortest rod, the
next larger rod, the longest rod. Then randomly select two rods
and ask the learners to indicate the shortest and longest. Have the
learners count the number of sections in the shortest rod and
those in the longest rod. Ask the learners how many more
sections the longer rod has than the shorter one?
3. Select a different pair of rods and have the learners tell how
much larger (or smaller) one is. Have the learners explain how
they figured it out.
Page 116
 Page 117

Rock and Roll Measure

Why Do It?
To make comparisons between lengths using the words "closer,"
"farther," and/or similar vocabulary

Here's How!
1. Provide a target (such as a small can, a bean, or a bottle cap),
paper strips for measuring, and one small round rock per player.
2. The target is placed in the middle of the floor and each player
rolls his or her rock toward the marker, trying to get as close as
possible.
3. Players compare how far their rocks are from the target by
marking the distances on strips of paper and laying the strips next
to each other. The players must then use the words "closer" and
"farther" when talking about the position of their rocks.
4. If the players choose to keep score, flip a coin after each round.
If heads turns up, the player closest to the marker wins a point. If
tails, the farthest player from the marker wins a point. The first
player to get five points wins.
An Easier Variation:
1. Cut several lengths of string and place them in a box.
2. Have the learner choose two strings and compare their lengths
by laying the strings next to each other. Which string is shorter?
Which is longer?
3. Replace the strings and try again.
 Page 118
An Advanced Variation:
1. Use standard measurements when playing the original Rock
and Roll Measure activity. Use a ruler (see Appendix A) to
measure the distances and find who is closest to the nearest inch
(or centimeter).
2. If the learner wants a greater challenge, he might be asked to
determine how much closer one player is than another.
 Page 119

People Compare
Why Do It?
To observe size comparisons and use the words "taller" and
"shorter" and/or similar measurement vocabulary
Here's How!
1. Instruct the learners to have each person in their families
compare his or her height to the following objects: chair,
refrigerator, or lamp. Record the comparisons by writing the
peoples' names on a chart like the one shown. For example,
when compared to the refrigerator, brother Jason might be
shorter, Mom about the same height, and Dad taller.
2. Have the learners draw a picture of their family members from
tallest to shortest.
3. The learners should find something taller than any of their
family members. Find something shorter. Draw a picture
showing these comparisons.
An Easier Variation:
Stand two family members together and compare their heights.
Who is taller? Shorter? Stand by another person. Now who is
shorter? Taller? The learner may be shorter than one family
member but taller than another.
 Page 120
Another Easier Variation:
Use string or cord to help make comparisons. For example,
measure Mom's height with one piece of string and the child's
with another; then lay the strings side by side on the floor to
compare. Is Mom just a little bit taller or twice the child's height?
An Advanced Variation:
If the learner appears ready for more advanced comparisons she
might estimate and measure the perimeter or circumference of a
variety of things. For example, is her head circumference greater
or smaller than that of a selected adult? Is the perimeter of a
tabletop more or less than that of a desktop or a bed mattress?
Keep a record and compare these measurements. (Note: These
measurements might be made with lengths of string or, for
learners who are capable, with a measuring tape.)
 Page 121

Hand Guess
Why Do It?
To practice estimation and measurement with nonstandard units
To clarify measurement vocabulary (such as shorter and longer)

Here's How!
1. Make a record sheet like the one shown.
2. Have the learner estimate (guess) whether an object (perhaps a
pencil) is shorter than, about the same length as, or longer than
his or her hand.
3. Place the pencil beside the learner's hand and measure and
compare. Discuss what he found out and then help him to record
his answer on the record sheet.
4. Follow the same procedure with several items, such as a book,
a can of vegetables, or a spoon.
 Page 122
Another Variation:
1. Have the learner use string to measure parts of her own body.
2. See if she can find another part of her body that measures
about the same as the length of her foot, the circumference of her
head, or the distance from fingertip to fingertip when her arms
are stretched wide.
3. Help the learner to use words like shorter and longer as she
makes comparisons; her findings might also be recorded in a
chart such as the one shown.
Advanced Variations:
1. Have the learners try to find objects that are two of their hand
lengths long, three hand lengths, four, and so forth.
2. Find the length of a room in the learners feet (toe to heel).
Have an adult measure in the same way. Talk about why it takes
more of their feet than the adult's feet to measure the same
distance.
3. Help the learners keep a written record (perhaps as a picture
and number journal) of their findings.
 Page 123

Footsteps for Fun

Why Do It?
To practice estimation and measuring with nonstandard units
Here's How!
1. Ask a learner to estimate how many of his feet are needed to
measure a particular distance in a room. For example, at home he
might determine how many feet it is from the television to the far
wall. If done at school, he might estimate how many feet from
the teacher's desk to his seat. Record the estimation.
2. Have the learner then measure off the distance by placing his
left heel against the starting point, then placing his right heel to
the toe of his left foot, and so forth. (Note: This requires physical
balance, which some young children may have difficulty with.)
Record the result.
3. Continue by having other learners estimate how many of their
feet are needed to cover the same distance. Have them also record
their findings after they have measured by walking heel to toe.
4. Have an adult measure the distance in the same manner.
5. Ask the learners about the differences in the number of feet
measured. Talk about the reason for this.
An Easier Variation:
1. Have the learner stand on cardboard or heavy paper and trace
around his feet. Cut them out to make ''footprints."
2. Let the learner measure several distances (such as the length of
a table, the width of a room, the height of a chair) by placing his
footprints heel to toe.
3. Have the learner tell you what he found out.
 Page 124
An Advanced Variation:
1. Have several learners measure the distance between two points
using their feet as the measuring devices. Record the results.
2. Measure the same distance using a standard 12 inch ruler.
(Note: An interesting experience can be provided by having the
learners wear size large men's thongs, which measure 12 inches
long, as they pace off distances in heel-to-toe fashion.) Record
the result.
3. Compare and discuss the differences.
 Page 125

Leaf Relief
Why Do It?
To practice measurement with nonstandard units
To make leaf art relief prints

Here's How!
1. Have the learners collect a variety of leaves and make several
leaf relief prints. To create a leaf relief print, place a leaf on a flat
surface and under a sheet of paper; then rub the side of a crayon
over the top.
2. Measure the length of each leaf relief print with paper clips
placed end to end. Help the learner to write the length (in paper
clips) below each print. Discuss which is the shortest; the longest.
Put the leaf relief prints in order from shortest to longest.
3. If the learners remain interested, repeat the process using
another unit of measurement such as pennies. Predict how many
pennies it would take to measure each leaf. Then measure the
leaves by placing several pennies in a row on top of each print.
Discuss and record the findings.
 Page 126
An Easier Variation:
1. Collect a variety of leaves.
2. Compare the leaves by holding them next to each other. Talk
about which is shorter, longer, and so forth.
3. Order the leaves from longest to shortest and glue them on a
piece of paper in that order.
An Advanced Variation:
1. Collect a variety of leaves.
2. Help the learner to measure the leaves to the nearest inch by
laying them directly on a ruler (see Appendix A).
3. The learner should then keep a record of the measurements by
gluing or making leaf relief prints of all the 1 inch leaves on one
piece of paper, all the 2 inch leaves on another paper, and all the
3 inch leaves on a third paper.
 Page 127

Fill the Pan

Why Do It?
To develop volume relationship understanding
To practice counting in applied situations
Here's How!
1. Use a drinking glass and a pan.
2. Have the learner find out how many filled drinking glasses of
water it takes to fill the pan.
3. Find a different size drinking glass and have the learner
estimate (guess) whether it will take more or fewer glasses of the
new size to fill the same pan. Then have the learner do it to find
out.
4. Repeat the activity with larger or smaller drinking glasses.
An Alternate Variation:
1. Have the learners look at pots and pans of various sizes and
shapes and predict which will hold the most water, the least
water.
2. Help the learners fill the pans with water and pour from one to
another as a check on relative capacities.
 Page 128
3. Have the learners put the pans in order from the one holding
the least water to the one holding the most water. Also label them
as number 1 for the pan holding the least, number 2 for the pan
next in line, and so forth.
4. The learners might also practice using related math vocabulary
words such as most, least, more, or less as they make clarifying
statements. They might state, for example, "Pan 2 holds more
than Pan 1" or "Pan 1 has less water than Pan 2."
An Easier Variation:
1. Provide three glasses or cups that are exactly the same size and
shape. (Note: It will be easier to do this activity if you can see
through the glasses.)
2. Have the learner fill each glass with a different amount of
juice.
3. The learner should then compare how much juice is in each
glass and put the glasses in order from least to greatest volume.
4. Have the learner explain why he placed the glasses in a
particular order.
5. Finally, allow the learner to drink the juice in the cup of his
choice.
An Advanced Variation:
1. Obtain a standard tablespoon, a standard 8 ounce cup, a pint
container, and a quart container.
2. Find out how many tablespoons there are in 1 cup by filling up
the tablespoon repeatedly with water and pouring it into the cup.
(Note: Make sure the learner knows that the water should be as
level as possible in the tablespoon before pouring it into the cup.)
3. Continue by finding out how many cups are in a pint
container; how many cups are in a quart container?
4. Can the learner find out how many pints are in a quart
container?
5. As a further challenge, some learners might be able to
determine the number of tablespoons in a quart.
 Page 129

Spoonful of Sugar
Why Do It?
To provide volume comparison experiences
To practice estimating volumes

Here's How!
1. Provide a teaspoon, a tablespoon, and a small cup (about one-
half cup size).
2. Ask the learners to estimate (guess) how many level
teaspoonfuls of sugar (or other dry ingredient) will fill the cup.
3. Count the number of level teaspoonfuls needed to fill the cup.
4. Ask the learners to find the numbers of teaspoons in a
tablespoon and then ask them to estimate how many tablespoons
will fill a cup.
5. Count the number of level tablespoons needed to fill a cup.
Were the estimates close? Ask the learner to explain how he
decided on the estimated number.
An Easier Variation:
1. Provide a variety of empty plastic containers and a small
scoop. Ask the learner to fill each to the top with sand (or
another dry ingredient such as cornmeal, rice, or beans). Count
each scoop as it is poured. Talk about how many scoops each
container will hold.
 Page 130
2. Have the learner make comparisons by pouring contents from
one container to another. Discuss whether a container will hold
the same amount, more, or less. Which container will hold the
most, the least?
An Advanced Variation:
1. Provide several containers that vary in shape but that have the
same volume (hold the same amount).
2. Have the learners estimate the number of scoops of sugar each
will hold and then experiment to find out. A tall slender coffee
cup and a short fat one might both hold 8 scoops of sugar.
3. To verify the volumes of the containers, have the learners
recount the number of scoops required and/or fill one and pour
the sugar directly into the other.
Another Advanced Variation:
A further challenge might be to ask the learners to measure the
number of tablespoons in a one-fourth cup measure. Then ask
them to figure out how many tablespoons would be in a cup, in
two cups, and so forth.
 Page 131

Mouth Full
Why Do It?
To have fun comparing mouthful capacities
To be exposed to "formal" volume measurement

Here's How!
1. Provide each learner with a large glass of punch and a straw.
2. Have each learner, in turn, use his or her straw to suck in a
mouthful of punch.
3. When the learner's mouth is full, have her spit the punch into a
see-through measuring cup or a graduated beaker.
4. Mark the level of punch on the measuring device with a small
piece of tape containing the learner's name. Also record the
volume (as 1/4 cup or 20 ml) on a piece of paper. Then empty the
measuring device.
5. Use the same measuring device and repeat the activity for each
learner. (Note: Limit groups to four learners so that the
measuring device does not get too crowded with tape.)
6. When finished talk about whose mouthful was biggest and
how we know.
An Easier Variation:
1. Provide each learner with a container of punch, a straw, and a
see-through glass with his name on it.
 Page 132
2. Have each learner, in turn, use a straw to fill his mouth with
punch.
3. When the learner's mouth is full, he should spit out the punch
into his juice glass.
4. Line up the glasses on a table and compare the height of the
punch in each glass.
5. Which glass has the most punch? The least? Whose mouthful
was biggest?
An Advanced Variation:
1. Give each learner a glass of punch and a straw.
2. Take turns having each learner use the straw to fill his or her
mouth with punch.
3. When the learner's mouth is full, have him or her spit out the
punch into a beaker that is graduated with milliliters.
4. Help the learner to read the scale on the graduated cylinder. He
should also write down the amount of milliliters that his mouth
holds.
5. Compare volumes to find out who has the biggest mouthful.
6. As an extension, ask the learners to find out how many of their
mouthfuls it would take to fill a measuring cup (or another
measuring device).
 Page 133

Up and Down Weights

Why Do It?
To compare heavier and lighter weights
Here's How!
1. Obtain or make a teeter-totter capable of holding children.
(Note: You might balance a long board on a firewood log fulcrum
or on several small boards nailed together.)
2. Make sure the teeter-totter balances with nothing on it.
3. Ask one learner to be the standard weight and sit on one end of
the teeter-totter. (Note: Other objects, such as a large brick or a
box full of sand, might also serve as the standard weight.)
4. Ask other learners to volunteer to be compared to the standard
weight.
5. Help the learners to understand that people (or objects) lighter
than the standard weight will go up on the teeter-totter, and that
objects heavier than the standard weight will go down.
6. Help the learners record findings on a chart like the one shown:
 Page 134
An Easier Variation:
1. Provide a variety of very heavy and very light objects for a
learner to lift.
2. Have the learner pick up the objects one by one.
3. Discuss whether the object is heavy or light and how the
learner's hand can easily go up while holding a light thing and
how it wants to go down if holding a heavy object.
4. Place the objects in two categories: heavy and light.
5. Have the learner place the objects in order from heaviest to
lightest.
An Advanced Variation:
1. Make or obtain a pan balance. To make a pan balance, tape
small containers, such as cupcake papers, to each end of a ruler
and balance the ruler at its midpoint on a pencil.
2. Provide small objects for the learners to weigh and a standard
weight object such as a washer or paperclip.
3. Let the learners discover which objects are lighter or heavier
than the standard weight. Record the answers on a chart.
4. As an extension, have the learners find out how many standard
weight objects it takes to equal heavier objects. Also record these
outcomes in chart form and discuss the findings.
 Page 135

Lightweight/Heavyweight
Why Do It?
To begin comparing the weights of common objects by using
nonstandard measurement units
Here's How!
1. Construct a milk carton scale (see illustration). Cut the bottom
1½ inches from a half gallon milk carton. Punch holes in all four
sides and thread string through them. Attach the strings together
at the top and loop or tie a large rubber band to the strings. Hang
the milk carton scale from a ruler that is taped firmly to a
bookshelf or countertop.
 Page 136
2. Tape a piece of paper behind the scale and provide a variety of
common objects (an apple, a glue bottle, a large crayon, soap) to
weigh.
3. Have the learner hold the objects, compare them, and try to
place them in order from lightest to heaviest.
4. She should place each item, in turn, on the milk carton scale.
5. Gently push the scale against the paper behind it and draw a
line directly under the scale. Write the object's name or draw a
picture of it on the line.
6. Repeat for all the common objects and talk about whether the
original comparisons where correct.
An Easier Variation:
1. Make a milk carton scale using the directions and place a piece
of paper behind it.
2. Provide a variety of two object sets that normally go together
(such as a sock and a shoe, or a small mixing bowl and a large
spoon, or a carrot and a celery stick). Also, provide sticky note
cards (Post-it® Notes) with pictures of the objects already drawn
on them.
3. Have the learner compare the related objects and predict which
object is lighter, heavier, or if they weigh about the same?
4. He should then weigh one object at a time on the scale and
place the matching sticky note on the paper directly under the
bottom of the scale.
5. After each set of two related items has been weighed, talk
about which is lightest or heaviest.
6. Repeat for each set of related objects.
7. As an extension, the learner might predict and find out if one
item was a lot heavier or just a little heavier.
An Advanced Variation:
1. Make a milk carton scale using the directions in Here's How
above and place a piece of paper behind it.
2. Provide a set of nonstandard measuring units (such as metal
washers, small tiles, or Unifix® cubes).
3. Place the washers or other objects in the scale until it lowers to
the line of one of the common objects such as the apples.
4. Record the number of washers or other objects it took for the
scale to reach the ''apple" line on the recording paper. The student
should keep a pictorial record (such as drawing 6 washers
opposite the "apple").
 Page 137

What's Heavier?
Why Do It?
To relate the weight of objects to changes in shape
To compare items with the same volumes but different weights
To compare items with discrepant volumes and weights
Here's How!
1. Construct a milk carton scale (see illustration). Cut the bottom
1½ inches from a half gallon milk carton. Punch holes in all four
sides and thread string through them. Attach the strings together
at the top and loop or tie a large rubber band to the strings. Hang
the milk carton scale from a ruler that is taped firmly to a
bookshelf or countertop.
 Page 138
2. Provide a container, such as a small cup, that will fit into the
scale and tape a piece of paper behind the scale.
3. Provide different materials (such as rice, beans, water, sand, or
seeds) that will be used to fill the cup.
4. Have the learner fill the cup with one material (such as the
beans).
5. Place the cup on the scale and have the learner gently push the
scale against the paper and draw a line directly under the scale on
the paper. Label the material being weighed on that line.
6. Have the learner dump out the first material and put another
material in the cup. He might predict whether the new material
will be heavier or lighter than the first. Then have him measure
the new item.
7. Repeat for all the provided materials. Then talk about the
learner's predictions. Which materials were the heaviest? The
lightest?
An Easier Variation:
1. Provide a milk carton scale and place a piece of paper behind
it.
2. Also provide a ball of clay or Play Dough (see Appendix A for
a recipe).
3. Have the learner place the clay ball on the scale, gently push
the scale against the paper, and draw a line directly under the
scale to show the weight.
4. Have the learner remove the clay ball, flatten it into a pancake
shape, and place it back on the scale. (Note: The milk carton
scale will extend to the same level.)
5. Have the learner remove the clay again and, this time, form it
into a snake shape. Will the weight still be the same? Try it.
6. She should finally reform the clay into a ball and weigh it one
more time. What happens now? Is the weight still the same? Talk
about what she found out.
An Advanced Variation:
1. Construct a milk carton scale and place a piece of paper behind
it.
2. Also provide materials that vary widely in weight and volume
(such as clay, Styrofoam®, a stapler, an empty cardboard box, a
full Pepsi® can, an empty Pepsi can).
3. Hold up the Pepsi cans for the learners to see, but don't let
them know one is empty. Ask which will weigh more, or will
they be the same.
4. Use a milk carton scale to compare the Pepsi can weights.
When the learners find out one was empty and object, ask
whether everything that appears heavy or light actually is.
5. Continue by having the learners predict, weigh, record,
compare, and talk about a wide variety of objects that might not
weigh what is expected.
 Page 139

Time Stunts
Why Do It?
To increase awareness of time intervals
Here's How!
1. Talk with the learners about activities that take a relatively
short amount of time to complete such as saying the ABCs,
writing numbers to 10, jumping up and down 15 times, or
singing "Twinkle, Twinkle, Little Star." Then select several
activities to do.
2. Write each of the selected activities on a separate piece of
paper and place it in a container.
3. Two players (or teams) each pick one activity from the
container. The players then predict which of the two activities
will take a shorter amount of time to complete. (Note: It is okay
for both players to select the same activity.)
4. Each player (or team) then does his or her activity (the one
drawn from the container) simultaneously to find out which
activity actually takes less time to complete.
An Easier Variation:
1. Provide a clock or watch with a second hand.
2. Select and try some of the following stunts for 1 minute each.
Stand on one foot.
Walk as far as you can.
Count how many times you can bounce a ball.
 Count how many times you can jump rope.
Count how many times you can touch your toes and then
stand up.
Count how many times you can snap your finger.
Count how many times you can blink your eyes.
An Advanced Variation:
1. Provide a timer and, with the learners, select a period of time
(such as 10 minutes, an hour) to be experienced.
2. Set the timer for the selected time period (perhaps 30 minutes).
Have the learners predict how many 30 minute intervals will pass
before a given event such as lunch, recess, or a favorite television
show happens.
3. Keep track of how many times the timer goes off by making
tally marks and then resetting the timer.
4. When the selected event happens, count the tally marks and
have the learners talk about how close their estimate was.
5. Repeat the activity until the learners becomes quite accurate at
predicting a reasonable number of time intervals.
 Page 140

Collecting Clocks
Why Do It?
To become more aware of time
To compare and contrast how clocks indicate time

Here's How!
1. Have the learners find and cut out pictures of clocks and
watches from magazines and newspapers.
2. Focus initially on hours only. Help the learners identify the hour
hand (or the hour portion of a digital readout). Help them to find
several clock pictures that show the same hour.
3. Glue pictures of different clocks that show the same time on
pieces of paper. That is, place all clocks showing 1:00 on one piece
of paper, those showing 2:00 on another, and so forth.
An Easier Variation:
1. Cut out or draw pictures of things that happen in the daytime
and in the nighttime.
2. Mix the pictures up and have the learners sort the pictures into
daytime pictures and nighttime pictures.
 Page 141
An Advanced Variation:
1. Provide both an easily read standard clock and a digital clock.
2. Set one of the clocks at an on-the-hour" time (perhaps 2
o'clock) and show the learner how to set the other clock to the
same time. Repeat this activity for other hour times.
3. Trade clocks and repeat direction number 2.
4. If the learners appear ready for a further challenge, try having
them work with half hours, or even with one minute intervals
such as 3:10 or 4:27.
 Page 142

It's Time
Why Do It?
To relate time of day to clock time
To begin learning to read and write clock times
Here's How!
1. Show and talk about the different types of clocks and watches
(include clocks with hands and those with digital readouts). Point
out the 12 numbers on a standard clock face and note that each
refers to an hour.
2. Discuss the fact that there is an 8:00 in the morning and also an
8:00 in the evening. (Note: Wait until later to introduce A.M. and
P.M. concepts.)
3. Have the learner draw a picture of something he does at a
specific time of the day. When the picture is finished, assist him in
drawing a picture of a small clock in the corner that shows the
hour this activity is done; also write the same time in digital format.
The learner might, for example, draw a picture of eating breakfast;
if this happens at 8 A.M. then both a clock face showing 8 o'clock
and a digital readout of 8:00 should be added.
An Alternate Variation:
1. Help the learners to understand that the different types of clocks
(digital readouts and standard clock faces) serve the same purpose
but show times in a different manner.
2. Provide clock puzzle cards (shown below) with which they can
practice matching times.
 Page 143
Another Alternate Variation:
1. Use a paper clock (see clock pattern) to show the learners how
the short hand indicates the hours. (Note: At first just the hour
hand might be used. Later include the longer minute hand.)

2. Give the learner a paper clock and have her match a whole
hour time that you are showing on another clock. Be sure she
notes the position of the hour and minute hands.
3. If the learner appears ready, state a whole hour time and have
her show it on her paper clock. Later follow the same procedure
for half hours.
An Easier Variation:
1. Read the book, It's About Time Jesse Bear and Other Rhymes.
1
2. Talk about different activities done during the day and typical
times for each activity such as eating lunch at 12:00 noon.
 Page 144
3. Personalize the activity by talking about the time a child
typically gets up, goes to school, takes a nap, or goes to bed.
An Advanced Variation:
1. Have the learners count the "minute spaces" around the clock
face and note that there are 60 minutes in an hour.
2. Help the learners recognize and state time to the minute. As
such, 3:10 might be stated as either "ten minutes after three" or as
"three ten," and 8:45 should be either "forty-five minutes after
eight" or "eight forty-five." (Note: It is suggested that the "quarter
hour'' and the "minutes until" designations be delayed until the
learner is quite adept at telling time.)
Another Advanced Variation:
1. The learners should also compare standard clock face times
with the same readouts on digital timepieces.
2. They should then learn to write time in digital form (such as
3:00, 8:15, 10:42).
 Page 145

Time It and Graph It

Why Do It?
To gain an understanding of how long tasks take
To develop a conceptual understanding of minutes and seconds
Here's How!
1. Provide a stopwatch or a watch that displays minutes and
seconds, graph paper (see Appendix A), crayons, and pencils.
2. Select a destination that each learner will take turns walking to
and back (such as the length of a playground, or to the end of a
block).
3. Have the learners take turns walking and timing how many
minutes it takes each one to get to the designated site and return.
(Note: Help the learners to round times of 30 seconds or more to
the next minute.)
4. Show the learners how each block on the graph means 1
minute and how each learner's time is to be displayed in a single
column. Then have each learner use an individual color to show
his or her time on the graph (see example) and talk about the
results.
 Page 146
An Easier Variation:
1. Provide a stopwatch or a watch that displays seconds, graph
paper (see Appendix A), crayons, and pencils.
2. Select two places in a room that each learner will walk
between.
3. Let each learner walk from point to point and time how many
seconds it takes. (Note: An adult or older student may have to
help read the watch.)
4. Help each learner to color in his or her time on the graph and
talk about the results. Have the learners note why some people
covered the distance more quickly than others. Does it have
anything to do with how many steps the person takes, how long
his or her legs are, and so forth?
An Advanced Variation:
1. Provide a stopwatch or a watch that displays minutes and
seconds, graph paper (see Appendix A), crayons, and pencils.
2. Select a safe destination (such as the length of a playground or
to the end of a block) that each player will take turns walking to
at regular speed, walking to as fast as possible, running to, and
riding a bicycle to.
3. Time each player to the minute and second and have him or
her plot the times for each event on a large graph.
4. Discuss the results. How much difference in time was there
between walking at regular speed and walking as fast as
possible? What was the difference in time when walking as
compared with riding a bicycle?
 Page 147

Dressed for the Weather

Why Do It?
To understand relationships between temperatures and the
appropriate clothing for various weather conditions

Here's How!
1. Provide a real thermometer (or photocopy the demonstration
thermometers shown or see Appendix A for directions to make a
ribbon thermometer) and discuss how the mercury goes up and
down depending on the temperature. (Note: If using a real
thermometer have the learner put his or her hand on the bulb to
raise the temperature reading and put the thermometer in cool
water to lower it.)
2. Have the learner imagine that he is at the beach on a hot day and
talk about what he would likely be wearing.
3. Have the learner fold a piece of paper in half. On one half he
should draw a picture of what he would be wearing for a day at
the beach. On the other half draw a thermometer or glue on a
thermometer copy from above and show that day's temperature by
coloring in the mercury strip.
 Page 148
4. Choose three or four more weather conditions, such as days
when it is raining, snowing, partly cloudy, or sunny. Talk about
likely temperatures on such days and have the learner complete
clothing and thermometer pictures for each.
5. As an extension, cut and separate the thermometers from the
clothing pictures. Mix them up and have the learners rematch
them.
An Easier Variation:
1. Find pictures of people in different climates (from magazines,
newspapers, the Internet) and provide a ribbon thermometer (see
Appendix A for directions) or use a demonstration thermometer.
2. Select one of the pictures and have the learners move the
temperature strip on the ribbon thermometer (or color in the
mercury strip on a thermometer copy) to show what the
approximate temperature would be where the person is. Ask
them to explain their reasoning.
An Advanced Variation:
1. Tell the learners to imagine that they are going to take an
imaginary vacation. Tell them what the weather and temperature
is like at each of their destinations (Note: If able, have the
learners research their own vacation destinations to find out
about the weather there.)
2. Have the learners then list or draw pictures of what they would
pack in suitcases for their trip.
3. As an extension, the learners might be asked to use a Celsius
thermometer scale (or consider both Fahrenheit and Celsius
temperatures) when dealing with such tasks.
 Page 149

Hot and Cold

Why Do It?
To better understand the measurement of daily temperatures
To practice recording and comparing temperature measurements
Here's How!
1. Have the learners observe an outdoor thermometer. Help them
read and record the temperature each day at approximately the
same time. (Note: A good place to keep this record is on the
calendar.)
2. At the end of each week, discuss which day was the hottest
and which was the coolest.
3. Keep a record for an entire month. Discuss what the
temperatures were like on days that were sunny, cloudy, windy,
and so forth. Mark the hottest and coldest days. Was there a large
difference in temperature or were the days similar?
An Easier Variation:
1. Discuss the concept of hot and cold temperatures. Introduce
the thermometer as a device used to measure temperature by
reading the story Is It Cold Enough for a Sweater? by Sydney
Dickson.
2. Help the learners to make paper thermometers (see Appendix
A for directions) and ask them to move the red mercury line to
indicate colder and warmer temperatures.
3. Have the learners observe temperature differences by placing
thermometers in different areas of a room. For example, the
temperature on a sunny window sill will likely be different than
that in a closet, the area near the ceiling will likely be warmer
than that at floor level, and so forth. Talk about why there are
such differences.
4. Use the paper thermometer to show the temperatures from each
area. Talk about where the warmer (or colder) temperatures were
found, and so forth.
An Advanced Variation:
1. Keep a record of the temperatures at your location for a week
or longer.
2. Read and/or listen to the weather reports provided in the daily
newspaper and on radio and television.
3. Talk about why the official temperature might differ from the
temperature at your location. What other weather differences
might there be?
4. Help the learner find out how many degrees difference there
was each day between the official temperature and the
temperature at your location.
 Page 150

Is It Cold Enough for a Sweater?

Sydney S. Dickson
Jerry and Jan were ready to leave the house to catch the school
bus when they heard mother say, "You better take a sweater with
you, its rather cold outside."
"But the sun is shining," called Jerry, "that means it's warm."
"Not all the time," said mother, "take a look at the thermometer
and see what the temperature is."
Jerry looked at the thing mother called a thermometer that was
hanging outside the kitchen door. He shrugged and said, "I'm
looking at it, but I don't know what it means."
"I'll be right there," said mother. "I'll try to explain it to you.
Come with me, Jan, you might be interested in this too."
Mother showed the children the numbers and the red line on the
thermometer. She explained that the red line goes up and down
when the temperature changes. Even though she didn't know the
scientific reasons, she knew that warm temperatures warmed the
liquid in the thermometer and made it expand or get bigger. This
squeezed the liquid upward. When the temperature outside
cooled, the liquid dropped down. "The red line in this
thermometer is probably colored alcohol," she said, "but others
have mercury inside that is a silver gray color."
Mother explained that during the winter when the weather is
cold, the thermometer's red line is short and stays near the bottom
where the numbers are low. As the weather begins to get warmer,
the red line grows longer and longer until sometimes it reaches
numbers that are at the top of the thermometer and may be as
high as 100 or more. The days are very hot when it is 100
degrees.
Jan thought for a minute then said, "Grandpa has a thing on his
house that he looks at to tell how hot it is, but it is round and has
an arrow thing on it. Is that a thermometer too?"
Mother smiled and said, "That is a good question, Jan. You're
correct; Grandpa's thermometer is different from ours but it still
tells the temperature. I wish I could explain the mechanical
differences to you. Maybe we can go to the library and look up a
book that will explain it to all of us. For now, lets see if you can
read the temperature on our thermometer."
Jerry and Jan looked closely at the numbers. They saw large
numbers that ended in zero and five and there were little lines
between them. Mother said to count the lines and when they did,
they decided there were four lines between the 50 and the 55.
Jerry looked at the thermometer, "I think the red line is up to 53
this morning," he said.
"You are absolutely right," said mother. "We say, the temperature
is 53 degrees. I think that is chilly enough for you to wear a
sweater. You may not need to wear it when you come home from
school, because temperatures often go up in the afternoon." Jerry
and Jan got their sweaters from the closet and told mother they
would look at the thermometer when they came home from
school to see if it changed.
 Page 151
That afternoon when they arrived home, the children checked the
thermometer and the red line was definitely higher. In fact, it was
up to 71 degrees. Jan said, "You were right mother. We don't
need our sweaters now."
Mother asked if anyone wanted a freshly baked oatmeal cookie.
"Yes!" the children said together and raced for the kitchen. While
they ate a cookie, Jan told mother how she shared the
thermometer story with her class at school. Her teacher talked
more about thermometers and temperature during math and they
learned about some different places where thermometers are
used. Her teacher explained they are in refrigerators and freezers
to make sure they are cold enough and also in an oven to make
sure it is hot enough to cook things like cookies. Jerry said his
class also talked about thermometers, and he learned that a
special type is used to take people's temperatures to see how sick
they are.
Later that evening, when dad heard Jerry and Jan's story about
thermometers, he suggested they watch the news and weather on
television and look at the weather information in the newspaper.
It was interesting to see how temperatures are different in towns
only a few miles away. Jerry and Jan decided to keep a record of
the temperature at their house. They planned to look at the
thermometer in the morning before they went to school and again
when they came home in the afternoon, and write the
temperature on the calendar. Then they would look in the
newspaper and find the temperature in the town where their
grandpa lives. Dad suggested they keep track of how much hotter
or colder it was in their town than where grandpa lives.
That night before they went to bed, Jerry and Jan checked the
thermometer again. The red line was going down. It was getting
cooler than it had been in the afternoon. They agreed it had been
an interesting day. Maybe tomorrow they would check the school
library to see if they could find a book that explained more about
how thermometers work.
 Page 152

Measure Me
Why Do It?
To practice measurement using whole inch and centimeter rulers

Here's How!
1. Have the learners trace their hands on a piece of paper.
2. Using an inch or centimeter ruler (see Appendix A), help them
measure their hands. Measure the length from the base of the
palm to the tip of the middle finger and the span from the end of
the thumb to the end of the little finger.
3. Record each measurement.
4. The learners might also wish to measure other body parts (feet,
toes, nose).
An Easier Variation:
1. Have the learners compare hand sizes by measuring against
each other's hands. Are all hands the same size?
2. Trace the learners' hands on a piece of paper. Using the inch
ruler, help them measure their hand lengths and spans and record
the findings. (Note: This information might be kept in order to
show growth between the beginning and end of a year.)
 Page 153
An Advanced Variation:
1. Help the learner use the centimeter ruler (see Appendix A) to
measure the length and span of his hand.
2. Make the same measurements with an inch ruler.
3. Compare the results and talk about the differences.
Another Advanced Variation:
1. As a challenge, the learners might be asked if they are
"square"; not in everyday terms, but mathematically square?
2. Then work together to measure each learner's height and
width. To determine width each learner needs to stand with arms
extended at shoulder height while a partner uses a piece of string
to measure from the tip of one middle finger across the chest to
the end of the other middle finger.
3. Record the results in inches or centimeters.
4. Compare each person's height and width measurements. Are
they the same or very nearly so?
 Page 154

Works Cited
1. Nancy Carlstrom, It's About Time Jesse Bear and Other
Rhymes (New York: Macmillan, 1990).
 Page 155

Chapter 4
Geometry
We experience geometry in many areas of our daily lives;
sometimes in realms we never think of as geometry. We use it in
construction, sewing, art, product packaging, mapmaking, and
reading. The ideas of symmetry are found in architecture, sports,
and clothing design as well as throughout nature. We use spatial
thinking when giving, receiving, and following directions and
while using charts and diagrams to assemble toys or furniture.
Young learners come to school with some beginning geometric or
spatial notions. In order to further such understandings, these
young learners need many additional opportunities to see and
manipulate two- and three-dimensional shapes and to talk about
their properties. As such, they will begin to make comparisons and
understand relationships. In time, they will also learn the shape
names and identify their uses in man-made settings and in nature.
A variety of geometry activities are provided in this chapter. They
range from informal/intuitive experiences, to understanding the
characteristics of shapes found in everyday life, to discerning the
interrelationships both within and among figures, to utilizing
geometry in creative ways. These activities will serve as a basis for
spatial thinking and for discussions between children and parents
and children and teachers.
 Page 156

Food Patterns
Why Do It?
To become more aware of naturally occurring patterns
To expose learners to naturally occurring fractions
Here's How!
1. Provide an orange, a lemon, and a grapefruit.
2. Cut the fruits into halves (midway between top and bottom).
3. Have the learners compare the segments of the different fruits.
Are the patterns similar? Which has more segments? Are all the
segments about the same size?
4. Cut two of the same type of fruit (such as two oranges) and
compare their patterns.

An Easier Variation:
1. Collect different fruits and vegetables such as apples, oranges,
cabbage, onions, and eggplant.
2. Cut the fruits and vegetables into halves (midway between top
and bottom).
3. Have the learners look at the patterns in each and draw a
picture of the patterns or designs they see.
An Advanced Variation:
1. Provide an orange, a lemon, and a grapefruit.
2. Cut the fruits in half (midway between top and bottom).
3. Talk about fractions with the learners by looking at how many
sections it takes to make a whole orange, a lemon, a grapefruit. If
an orange has ten sections then 10 out of 10 or 10/10 would be a
whole orange. If you were to eat 1 section, that would be 1/10 of
that orange. If you were to eat 3 sections, what fraction of the
orange would that be?
 Page 157

Search for a Shape

Why Do It?
To recognize basic geometric shapes in familiar surroundings
To increase awareness of such concepts as straight and curved
lines, corners, sides, edges, and so forth
Here's How!
1. Have the learners search for and find items that are shaped as
squares, rectangles, triangles, and circles.
2. The learners should record on a chart the items found as
shown. They might do so by drawing simple pictures of the items
and/or an older student or an adult might help write the words
for the items.
 Page 158
An Easier Variation:
1. Provide the learners with a cut out shape such as a circle.
2. Search for items in school or at home that have a circle shape.
Compare the items found with the cut out shape.
3. Have the learners record their answers by drawing simple
pictures of the items found.
An Advanced Variation:
1. Have the learner locate shapes made of straight lines and others
that have curved lines. Talk about the number of sides, the
number of corners, and the names for a variety of shapes. (Note:
It is okay to use alternate terms such as ''side," "edge" and
"border," or "corner," "vertex," and so forth, but, for the most
part, keep it simple for young learners.)
2. Make a chart like the one shown.
3. Pick an item in the room such as a couch and determine which
categories the item belongs in. Does it have any straight lines?
Curved lines? Corners? Write the word "couch" or draw a picture
of the couch under each heading where it belongs.
 Page 159

Shape Draw
Why Do It?
To show and identify different geometric shapes
To recognize and copy patterns
Here's How!
1. Have the learners make and color pictures with at least three
circles, three squares, three rectangles, and three triangles in each.
2. Then trade pictures, find the different shapes, and talk about
them.
An Easier Variation:
1. Cut several circles and squares from colored paper. Design a
simple pattern and have the learners continue it.
2. Add a third shape such as a triangle and design a more
complicated pattern for the learners to duplicate.
3. When the learners understand the concept of patterns, ask them
to design a pattern for you or a friend to copy.

Another Easier Variation:

1. Photocopy the shapes shown and have the learners color and cut
them out, making sure that at least two of each shape are of the
same color. For example, the smallest and middle-sized squares
might be colored red, while the largest square is colored blue.
2. Ask the learners to pick up one shape and then find another
shape that is similar to the one just picked.
3. Repeat the process until all the shapes have been worked with.
4. Finally, have the learners find cutouts that are the same shape
and color.
 Page 160

An Advanced Variation:
1. Make two squares, two circles, two triangles, and two rectangles
from poster board or cardboard.
2. Place the shapes in a bag.
3. Have the learner feel in the bag without looking and hold onto a
shape.
4. The learner must feel, tell what the shape is like (such as it has 2
long straight sides and 2 short straight sides), and name the shape
without looking.
5. She then pulls the shape from the bag and everyone checks and
talks about the attributes of that shape.
6. The shape is then returned to the bag for the next learner's turn.
7. As a challenge, ask the learner to feel in the bag and find two
shapes that are the same. Then ask her to show and identify the
shapes and tell why they match.
 Page 161

Traffic Sign Shapes

Why Do It?
To recognize different shapes used in our everyday world
To note how traffic signs promote safety
Here's How!
1. Have the learner inspect the traffic signs shown below.
2. Identify which signs are circles, squares, rectangles, and
triangles. Also talk about what each sign is telling us.
3. While riding in the car or on the bus, have the learner look for
the different traffic signs. Ask the learner to tell about the shape
of each sign and what it means.

An Easier Variation:
1. Photocopy the traffic signs shown here and assist the learner as
he cuts them out.
2. Discuss the sign shapes and meanings with the learner.
3. Ask the learner to group the signs that are circles, squares,
triangles, and rectangles. (Note: Young learners may need help
with triangles and rectangles that are not identical because they
will likely look different to them. When this happens, point out
the attributes of each shape. For example, all triangles have three
sides.)
4. Encourage learners to look for traffic signs when they are in
the car or on the bus and point them out.
 Page 162
An Advanced Variation:
1. Have the learners identify the traffic signs shown.
2. What are some other traffic signs that are not shown here? Are
any of them a different shape? (One commonly seen sign that has
eight sides is the STOP sign.)
3. When riding in the car, have the learners identify and keep a
record of the different traffic signs they see. They should make a
tally mark each time one is seen and, at the end of the trip, total
the marks for each sign. Which sign was seen most often?
 Page 163

Shape Picture
Why Do It?
To become familiar with the names of basic shapes
To increase spatial awareness
Here's How!
1. Photocopy the shapes shown and help the learners cut them
out.
2. Ask the learners to identify each shape, show where on the
butterfly it belongs, and then glue it onto a separate paper to
make their own butterflies.
3. To extend the activity, have the learners identify and cut out
more shapes and create a picture or design of their own with
them.
An Easier Variation:
1. Photocopy the shapes and help the learners cut them out.
2. Have the learners talk about, match, and glue the shapes
directly onto the picture of the butterfly.
An Advanced Variation:
1. Provide real life examples (photographs or pictures cut from
magazines) of objects in our world that are made with basic
geometric shapes. As examples, microwave ovens, doors, and
chalk boards are often rectangles; dinner plates, clocks, and
globes may be circular; floor tiles and some cake pans are square;
pie servers and construction braces are frequently triangles.
2. Have the learners look at the pictures and point out the
different shapes they see. Also take a walk and see if they can
point out more examples.
Page 164
Page 165
 Page 166

Is It Symmetrical?
Why Do It?
To increase understanding of symmetry (having a mirror image)

Here's How!
1. Ask the learner to fold a sheet of paper in half.
2. Instruct the learner to open the fold and put a small blob of
paint on one side of the paper.
3. Have the learner refold the paper and rub the top gently with
his hand.
4. The learner should then reopen the paper and tell what he sees.
Are the images on the left and the right sides of the paper the
same? Are they symmetrical? (Note: Young children may need
help with the terms "left" and "right," and especially with
"symmetry" or "symmetrical.'' Do expose them to such
words/concepts, as they are often intrigued, but don't expect
mastery.)
An Easier Variation:
1. Find simple pictures such as a face or a vase of flowers or
anything that is symmetrical in design.
2. Cut the picture so that each half is symmetrical and have the
learner put the two pieces together.
 Page 167
3. Have the learner place half of the picture against a mirror and
look at the mirror image. Does the image in the mirror look like
the cut out half picture? Allow the learner to experiment with
several different images.
An Advanced Variation:
1. Take a walk around the house or school and look for objects
that are symmetrical. Examples might include lamps, a television
set, or chairs. Ask where the objects would have to be cut in
order for the halves to be symmetrical (the lines of symmetry).
2. Make a list of at least ten items that could be cut to create
symmetrical halves.
3. As an extension, ask the learners to find items that are not
symmetrical? These are called "asymmetrical." An example of an
asymmetrical item is a coffeepot. Make a list of several
asymmetrical items you find and describe or draw a picture of
how they are different.
 Page 168

Alphabet Symmetry
Why Do It?
To help understand geometric symmetry (mirror images)
Here's How!
1. Pick a capital letter from the alphabet, such as an A.
2. Draw a line down the middle of the letter; then examine the
halves to see if they match.
3. Try the same procedure with several other capital letters. Keep
a record of those that are symmetrical.
4. You may want to let the learners use a mirror (place it standing
up on the middle line) to check their answers. Letters that are
symmetrical will project a mirror image even though half of the
letter is blocked from view.
An Easier Variation:
1. Make paper cutouts of several capital letters, fold each letter
down the center, and draw a line on the crease.
2. Give an unfolded letter to each learner. Have the learner guess
whether each side of the letter would match exactly if it was again
folded on the line.
 Page 169
3. Have the learner check by refolding that letter on the center
line and physically seeing whether it is symmetrical or not.
4. Repeat the process with several other letters.
An Advanced Variation:
1. Help the learner discover which letters are symmetrical when
the center lines are drawn horizontally and when the center lines
are drawn vertically.
2. Make paper cutouts for all of the symmetrical capital letters
and cut them in half.
3. Give the learner one half of a letter at a time. She should then
try to determine which letter it will be when matched with its
identical half.
4. Have the learner find the matching letter piece, place the halves
together, and check to see if she guessed correctly.
 Page 170

Pattern Production
Why Do It?
To provide spatial sense experiences
To develop spatial/positional vocabulary (above, to the right of,
and so forth)
To practice following and giving positional directions
To identify and extend geometric patterns
Here's How!
1. Color and cut out pattern pieces such as yellow triangles, blue
squares, red ovals, green rectangles, and orange circles.
2. Divide the pieces equally between two players.
3. Put a divider, such as a large book, file folder, or box, between
the players so they cannot see each other's pieces.
4. Player #1 makes a hidden design with all or some of the
pieces. (Keep the designs simple at first.)
5. Player #1 then helps Player #2 attempt to build an identical
design. He does so by stating the appropriate color and shape
names together with position words such as "right," "left," "next
to,'' "above," "below," and so forth.
6. After Player #2 has listened and built what she thinks to be an
identical design, the divider is removed and the designs are
compared.
7. An extension, to be used when the players become better at
describing and following directions, is to drop the color
descriptions and use only the shape names.
An Easier Variation:
1. Review the names and attributes of some basic geometric
shapes such as circles, triangles, and squares.
2. Cut out five or more of each shape from paper (use only one
color to begin with).
3. Produce a simple repeated pattern (begin with just two shapes
such as ). Then have the learner copy the pattern by
placing the same shapes directly above (or even right on top of)
the provided pattern.
4. Next, ask the learner to extend the pattern several times (for
example ).
5. After successfully copying and extending several two- and
three-shape patterns, ask the learner to design a new pattern,
explain it, and then extend it several times.
6. If a further challenge is desired, take turns designing and
solving increasingly more complex patterns.
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 Page 172
An Advanced Variation:
1. Using the shapes below as patterns, cut out several sets of the
five or more geometric shapes (such as circles, squares,
rectangles, triangles, ovals, and so forth) from several colors of
paper.
2. Have two players take turns as they work together. To begin,
Player #1 should design a pattern for Player #2 to view.
3. Player #2 must then determine if the design is really a repeated
pattern. If so, she needs to reproduce and continue it for two
complete repeats.
4. After reproducing the pattern with paper pieces, Player #2
should record the pattern by using crayons or colored pencils to
draw it on paper.
 Page 173

Shape Design
Why Do It?
To gain experience with spatial relationships
To have fun designing and solving puzzles
Here's How!
1. Photocopy the square and have the learner cut it into five
individual pieces as marked.
2. He should then use all five pieces to cover the arrow.
 Page 174

An Alternate Variation:
1. Have the learners use all five pieces to make their own shape
designs and trace the outlines carefully.
2. Have the learners exchange this new design outline with a
friend and have the friend try to fit all five pieces into the new
shape design.
3. Make several more design outlines and try to solve them.
An Easier Variation:
1. Before cutting the square into five pieces, photocopy or trace
an identical figure on another sheet of paper.
 Page 175
2. Then carefully cut the square into five individual pieces as
marked.
3. Have the learner match the pattern by putting the cut pieces on
top of the same shape in the traced or copied square.
4. As a challenge, put the pattern out of sight, mix up the five
pieces, and have the learner now try to complete the square.
(Note: If the learner has difficulty, she can ask for help.)
An Advanced Variation:
1. Have two or more players each take an 8½ × 11 sheet of paper
and divide it into segments by using a ruler and drawing a variety
of straight line shapes such as squares, rectangles, and triangles.
(Start with 10 to 15 shapes and expand to approximately 25 as
skills increase. Also note that the individual pieces must be large
enough to work with.)
2. Have the players use crayons or felt markers to color a design
on one side of the paper and then cut along the drawn lines to
create the pieces.
3. Then have the players exchange pieces, use another sheet of
paper as a base to define the original size, and try to put the
puzzle back together again.
4. Use envelopes to store the individual shape puzzles when not
in use.
5. As a further challenge, the pieces from one puzzle might be
arranged into an interesting shape and traced around. Then ask
another player to try to solve the puzzle by filling it in with the
cut shapes.
 Page 176

Using Right Triangles

Why Do It?
To manipulate and identify geometric shapes
To locate triangles in everyday settings
To create new shapes from triangles
Here's How!
1. Photocopy and cut out the four triangles below.
2. Have the learner arrange the triangles to make a square, a
triangle, and a rectangle.
3. Have the learner cut out more triangles. How many does it take
to make a bigger square, triangle, or rectangle?
An Easier Variation:
1. Have the learners compare different types of triangles (any
three-sided figure). How are they alike? How are they different?
2. Have the learners find triangle shapes in the room.
 Page 177
An Advanced Variation:
1. Have the learner keep a record of what she was able to create
with two triangles, 3 triangles, and so forth. She should do so by
tracing the figures she created. (Note: Provide help as needed with
holding the figures in place as they are traced.) The learner may be
able to find more than one outcome for each situation as shown.

2. Have advanced learners use the chart shown to keep an

organized record of findings.
Page 178
 Page 179

Which Way Is "Right"?

Why Do It?
To develop spatial awareness skills
To practice giving and receiving directions when using words
such as "left," "right," ''in front," "behind," "over," "under," "on
top," and so forth.
Here's How!
1. Provide the learner with two different colored blocks such as
blue and red.
2. Direct the learner to place the blue block on the right side of
the red block.
3. Then ask, which block is on the right side? The left side?
4. Repeat the activity by placing the blocks in varied positions
and using words such as "behind," "in front," "under," and "on
top" to specify locations.
An Easier Variation:
1. Trace the learner's left hand on a piece of paper and label it
"left." Tape that sign to the left side of a table.
2. Trace the learner's right hand on a piece of paper and label it
"right." Tape that sign to the right side of the same table.
3. Then, using the direction words "left" and "right," ask the
learner to place objects on the table. He might, for example, place
a book on the right side of the table or put a glass on the left side
of the table.
An Advanced Variation:
1. Provide the learner and a partner with a barrier such as a large
book and objects of the same size, shape, and color, such as
blocks.
2. Have Player #1 place three blocks on the table touching each
other, but behind the barrier so that the other player cannot see
them. The blocks may be stacked or placed side by side or
behind each other or in any combination.
3. Player #1 must then give directions (using the words "left,"
"right," "under," "on top," and so forth) to Player #2 so that she
can build a structure that is exactly like that of Player #1.
Another Advanced Variation:
Play "Simon Says" using right and left parts of the body such as
"Wave your right hand." You may even want to get complicated
by saying things like "Touch your right elbow to your left knee."
 Page 180

All Around Walk

Why Do It?
To practice using the directions left, right, forward, and backward
To increase spatial concept understandings
Here's How!
1. Provide an All Around Walk game board, markers for each
player (such as a bean, a button, a nut or a bolt) and a paper clip
spinner (see directions in Appendix A).
2. Place the markers for all the players on the "Start Here" center
square of the game board and have everyone sit on the same side.
3. Each player takes turns spinning the spinner and moving his or
her marker one space in the direction the spinner shows.
4. The first player to move her or his marker off the board wins.
Make a Spinner: Lay a paper clip so that one end overlaps the
center point of the chart above. Put a pencil point through the
loop end of the paper clip and hold it on the center of the chart.
Use your other hand to spin the paper clip.
Page 181
 Page 182
An Easier Variation:
1. Use chalk to draw a large 7 × 7 square grid (big enough for
people to stand in the squares) or use masking tape to mark off
such an area on a tile floor.
2. Label the sides of the area with the words "left," "right,"
"forward," and "backward."
3. Have the players act as their own markers by standing in the
center square of the area and facing in the same direction to begin
(so that the words "left" and "right" on the board will be correct).
4. Each player then takes turns spinning the spinner and
physically moving one space in the direction the spinner shows.
5. The first player to step off the board wins.
An Advanced Variation:
1. Use an 11 × 11 grid (or larger) and two spinnersone to
designate direction and another to tell whether to move 1, 2 or 3
spaces. Also provide markers for each player.
2. Each player then takes a turn spinning the spinners and moves
his or her marker 1, 2, or 3 spaces in the direction indicated.
3. The first player off the board wins.
4. As a greater challenge, map-type directions (such as North,
East, West and South; perhaps even Northwest, Southeast, and so
forth) might be used. As such a player might be directed to move
2 spaces North or 1 space Southwest, and so forth.
 Page 183

Hide and Seek

Why Do It?
To increase spatial awareness
To practice following and giving positional directions
To develop spatial/positional vocabulary (left, right, near, far,
beside, and so forth)
Here's How!
1. Player #1 hides an object, that is about 4 to 6 inches tall, in the
room or outside while Player #2 covers his eyes.
2. Player #1 then gives directions to aid in finding the object such
as "straight ahead" or "go left" or "make a square turn to the
right." Player #2 must then do exactly what the first player has
directed as he seeks the object.
3. Once the object has been found, have the players change roles
so they both experience following and giving directions.
An Easier Variation:
1. Provide a small object and a box that is large enough for the
object to fit into.
2. Have an adult place the object in various locations in relation
to the box, such as in the box, behind the box, to the right of the
box, and so forth.
3. Ask the learner to tell you where the object is in relation to the
box.
4. When the learner feels confident, ask her to identify a location
in relation to the box and place the object there. This
demonstrates understanding of position words.
An Advanced Variation:
1. Provide Post-its® or index cards of three different colors (such
as white, blue, and yellow). Write large size numbers 09 on the
white cards, alphabet letters on the blue cards and post them at
two foot intervals along two perpendicular walls (begin with the
cards for letter A and number 0 in the corner). Then write
sequential clues on the yellow cards and post them in their proper
coordinate positions. (Note: It saves some confusion if the clue
cards are labeled Clue 1, Clue 2, and so forth.)
2. Place the first clue card at position (A,0) and have it read
something like, "You are at position (A,0) and this is Clue Card 1.
You will find Clue Card 2 at position (D,5). See if you can find it
and the other clue cards that follow. Good Luck!"
3. The players must try to find, in order, all of the clues. (Note: If
desirable, a small prize might be provided for successful
completion.)
 Page 184

3-D Shape Search

Why Do It?
To become aware of everyday three-dimensional shapes
To identify and give clues about three-dimensional shapes
Here's How!
1. Show the learners a cube, a cone, a cylinder, and a sphere
(ball). Talk about the special characteristics of each of these 3-
dimensional (3-D) shapes (such as that the faces of a cube are all
flat and square).
2. Then go on a 3-D Shape Search walk. Walk around the
neighborhood or go to a grocery store and identify 3-D shapes.
3. Talk about the kinds of shapes located, where they were
found, and record at least one of each shape (by listing or
drawing a rough picture of each item).
4. The learners might also be asked which 3-D shapes were man-
made? Nature-made?
An Easier Variation:
1. Let the learners hold and talk about several 3-D shapes and
then put them into a box.
2. Have each learner reach into the box without looking, feel one
of the objects, and tell about it.
3. The learner should then take the object out, hold it up, tell
about the characteristics, and name it. (Note: Provide help, if
needed, in naming the object and/or in clarifying the
characteristics.)
4. Replace the object and have the learner take another turn.
An Advanced Variation:
1. Go on a 3-D Shape Search walk.
2. Take turns playing I Spy. Give clues that refer to 3-D shapes
that were discussed earlier. The student might say, for example, "I
spy a very tall cylinder. It is brown and sticks into the ground.
The cylinder is solid and holds up wires. What is it?"
 Page 185

2-D, 3-D
Why Do It?
To become aware of similarities and differences in geometric
shapes
To note how two-dimensional shapes serve as the faces of many
three-dimensional objects
To learn the names of two- and three-dimensional shapes
Here's How!
1. Collect a set of two-dimensional (2-D) geometric shapes and
their matching three-dimensional (3-D) counterparts. For
example, the counterparts for a circle might be either a sphere
(ball) or a cylinder (can) and those for a square might be a cube
(box).
2. Discuss the names of both the 2-D and 3-D objects with the
learner; also look for items in the environment that are similar.
3. Place the 3-D objects in a box or bag so the learner cannot see
them.
4. Then have the learner reach into the box without looking, feel
the object, tell what 2-D shapes the faces feel like, and name the
matching 3-D shape. (Note: If this proves to be too difficult,
place the 2-D shapes on a table and ask the student to point to the
shape that matches the 3-D shape she is feeling in the bag.)
5. As an extension, provide the learner with several 3-D objects
and have her trace around the faces. (Note: Use a pencil to trace
the faces of small objects on paper and chalk to trace large
images on a sidewalk.) Then ask the child to identify the
matching traced 2-D shape outline.
An Easier Variation:
1. Select a variety of objects such as jar lids, washers, keys,
coins, puzzle pieces, and so forth.
2. Help the learners to make an outline drawing of each by
tracing around the items on a piece of paper or poster board.
3. Place the objects in a box or bag and shake to mix them up.
4. Then ask the learners to match the items with the proper
outlines and to place them on top of their line drawings as a
check.
5. As a challenge, the learners might be asked to work with
objects that have similar but just slightly different shapes.
An Advanced Variation:
1. Collect a variety of 3-D items such as cans, boxes, foods,
vases, and so forth.
2. Arrange the objects as a still life art group.
3. Then have the learners use colored pencils, crayons, or
markers, to draw a picture of this still life.
4. When finished, have the learners compare the actual 3-D
grouping with their own 2-D drawings. How are they similar?
What differences can be noted?
 Page 186

Building Frameworks
Why Do It?
To gain experience with spatial relationships
To design and build geometric frameworks
To logically analyze everyday geometric structures

Here's How!
1. Provide newspapers, plastic straws (3 inches or longer), and
tape.
2. Have the learners construct 10 or more long slender cylinders by
taping a straw to the corner of each newspaper sheet (see
illustration), rolling it tightly, and taping the resulting paper
cylinder in two or three places. Also fold over and tape each end
for added strength.
3. Have the learners first construct two-dimensional frameworks
by taping the cylinders together at their ends. They might make
triangles, squares, or pentagons. As they do so, ask how many
sides or edges each has and what each is named?
4. Next, have the learners construct three-dimensional frameworks
that are large and neat. To do so they must tape the cylinders
together at their ends in order to form frames for triangular-based
pyramids, square-based pyramids, and so forth (see examples).
5. If a cube is attempted, the learners will likely have difficulty.
They will discover the need to reinforce the cube with several
triangles in order to achieve stability.
 Page 187

An Easier Variation:
1. Provide newspapers, plastic straws (3 inches or longer), and
tape.
2. Help the learners construct several cylinders by taping a straw
to the corner of each newspaper sheet (see illustration), rolling it
tightly, and taping the resulting paper cylinder in two or three
places. Also fold over and tape at each end for added strength.
3. Help the learners construct two-dimensional frameworks such
as triangles, squares, and pentagons by taping the paper cylinders
together at their ends. Talk about the number of sides each has
and tell what each is named?
4. If the learners appear ready, help them to construct a three-
dimensional framework such as a triangular-based pyramid.
Young children especially enjoy such large and neat structures.
An Advanced Variation:
1. Have the learners begin by building a basic three-dimensional
framework, such as a tetrahedron (triangular-based pyramid). To
do so, follow the initial instructions as noted earlier.
2. Then extend their experiences and understanding by also
having them construct and analyze more complex frameworks
such as those for an octahedron, or a dodecahedron, or perhaps
even an icosahedron. (Note: Since the learners likely will not
know of these figures, they may need help in doing some
research about them.)
 Page 188
3. Finally, ask the learners to classify information about these more
complex frameworks in a chart such as the one shown.
 Page 189

Chapter 5
Problem Solving and Reasoning
A problem-solving situation is one in which a person wants
something and does not immediately know what to do to get it.
As such, real-world situations and events that make sense to
young learners are often the best starting points. When taking
part in such investigations young learners should also be exposed
to reasoning/logical thinking skills.
Careful reasoning or logical thinking may generally be thought of
as a way to make good sense out of something, usually in an
organized way. When dealing with investigations, learners might
be helped to:
1. Identify exactly what the problem is.
2. Tell what information is already known.
3. Decide on a plan of attack.
4. Collect needed information.
5. Organize the information and look for patterns.
6. Talk about what has been found out so far and, if
necessary,change the plan.
7. Persist; allow for more time and extended effort.
8. Produce a report or product that describes or explains the
findings.
This chapter provides a variety of problem-solving and reasoning
activities appropriate for young children. Included are
investigations involving estimation, sorting, logic, patterns,
sounds, and probability. Furthermore and finally, it is hoped that
these activities will serve as a basis for important discussions
between young learners and parents and between these learners
and their teachers.
 Page 190

Toy Sort
Why Do It?
To develop logical thinking abilities
To sort items according to similarities, differences, and uses

Here's How!
1. Have the learners collect a number of toys.
2. They should then sort the toys and put them in different
locations. For example, put all the stuffed animals on the bed, all
sports equipment on a rug, all trucks on a shelf, all dolls on the
chair, and so forth.
3. After talking about why they sorted the toys as they did, ask
them to sort them in a different way. As such they might put the
dolls and the stuffed animals with the trucks and explain that they
sometimes get to ride in the trucks.
An Easier Variation:
1. Provide the learners with an assortment of small items.
2. Ask them to place the items in groups that are alike. (They might
put buttons in one group, paper clips in another group, and coins
in another group.)
3. Talk with the learners about why they placed the items in the
way they did.
 Page 191
An Advanced Variation:
1. Together with the learners look through magazines and cut out
pictures of items that go together such as animals or food or
modes of transportation.
2. Ask the learners to first classify the items into large groups
such as foods or vehicles for transportation.
3. Then ask that the items be further classified. Foods might be
sorted as vegetables, fruits, or meats. Transportation vehicles
might be classified as those for travel on roads, in the air, or on
water.
4. As a further challenge, the subgroups might even be classified
further. The learners might consider, for example, vehicles that
have two, three, four, or more wheels; or those, like automobiles,
that are motorized, and those that are not, such as bicycles.
 Page 192

Follow the Leader

Why Do It?
To recognize, use, and analyze patterns
Here's How!
1. With the players facing each other or in a circle, start a hand
pattern such as clap, clap, wave; clap, clap, wave, and so on.
2. The other players copy this pattern until the leader changes it.
3. Choose another leader and have him or her start a different
pattern.
An Easier Variation:
1. With the players facing each other or in a circle, clap a pattern
(such as three claps).
2. The next players must then copy the pattern (echo clapping).
3. If the players are capable, vary the clapping pattern by number
of claps and rhythm (such as 1 slow, then 2 fast). Try several
combinations as long as the players remain interested.
4. Determine whether each learner understands such patterns by
having everyone take a turn as the leader.
An Advanced Variation:
1. Have players take turns developing patterns that use a variety
of body movements. A player might begin, for example, by
clapping four times, stomping her foot twice, and turning around.
2. The other players must then repeat the pattern three times.
3. Encourage creativity as each player takes a turn at being leader.
At his turn one leader might, for example, jump high, turn a
complete circle, bow and sit down.
Another Advanced Variation:
1. Have an individual (or a small group) make up and perform a
round of rhythm sounds that will grow into a rhythm orchestra.
2. After demonstrating the round of sounds several times, ask
another person (or small group) to join in, at a designated point,
and keep repeating the pattern.
 Page 193
3. Additional people (or small groups) might also be asked to
join in as the round is continued.
4. Have the learners notice the differences in sound as each
additional person or group is added.
5. Conclude by having the first individual or group stop and then
each subgroup drop out in sequence when each has completed
the pattern.
6. As groups drop out, again note the difference in sound.
7. As an extension, the learners might be helped to notice exact
rhythm patterns, codify them, and talk about the related
mathematical patterns. (As examples, a pattern like clap, clap,
snap, snap could be coded as A, A, B, B and counted as 1, 2, 3, 4
and considered as 4 quarter notes; whereas another with
movements as slow-step, slow-step, jump, jump, jump, jump
might be coded as A-A, A-A, B, B, B, B and counted as 12, 34, 5,
6, 7, 8 and considered as 2 quarter notes followed by 4 eighth
notes.)
 Page 194

Sound Patterns
Why Do It?
To recognize sound patterns
To actively reproduce sound patterns
To recognize, reproduce, and develop sound (and physical)
patterns
Here's How!
1. Start a sound pattern by saying ''Buzz, buzz, ding, buzz, buzz,
ding, buzz, buzz, ding."
2. Have the learner keep the same sound pattern but change the
sounds that are being used. The above sound pattern, for
example, might be changed to "Shhh, shhh, pow, shhh, shhh,
pow" or "Oink, oink, meow, oink, oink, meow."
3. Extend the experience by trying more difficult sound patterns.
An Easier Variation:
1. Begin with a simple two-sound pattern such as "Zing, dong,
zing, dong."
2. Have the learners join in when they know the pattern.
3. Extend the sound pattern to one that has sounds repeated twice
such as "Thud, thud, ping, ping, thud, thud, ping, ping" or to
patterns that repeat as one sound, then two, such as "Baa, naa,
naa, baa, naa, naa."
4. In each instance have the learners join in when they know the
pattern.
An Advanced Variation:
1. Use patterns with the learners that can have both sounds and
physical actions associated with them.
2. Have the learners attempt a pattern such as clap, clap, step,
step, clap, clap, step, step. As such they must say "clap, clap" and
at the same time clap their hands twice, and then say "step, step"
and simultaneously take two steps.
 Page 195

Pine Needlely Patterns

Why Do It?
To learn to recognize, repeat, and extend patterns
Here's How!
1. Gather pine needles (or use toothpicks, pens, or pencils).
2. Have Player #1 begin a pattern with the pine needles. Then
Player #2 must try to continue that same pattern.
3. Allow each player to take a turn at beginning a pattern.
4. As an extension, ask the players to show what the pattern would
look like if it were rotated 90 degrees, if it were placed upside
down, and so forth.

An Easier Variation:
1. Gather a bunch of pine needles.
2. Set out a simple pattern with the needles, such as the one below.
3. Have the learner make an exact copy right below the original
pattern.
4. Try several patterns and, if the learner appears ready, make them
increasingly more complex.
 Page 196
An Advanced Variation:
1. Have the learners try to complete number patterns such as the
following:
1, 2, 3, 1, 2, ______, ______, ______, ______,
2, 4, 6, 8, ______, ______, ______, ______,
1, 4, 7, 10, ______, ______,
2. If the learners appear ready, they might make up a number
pattern and have another person try to figure out what comes
next.
 Page 197

Silverware Sort
Why Do It?
To develop the ability to see similarities and differences
To deal with everyday problem situations
Here's How!
1. Dump the silverware from its drawer or use plastic knives,
spoons, and forks and have the learner sort the silverware by
utensil type.
2. Have the learner count how many of each type of utensil there
are and keep a record of that information (with numbers or tally
marks).
3. Then ask questions such as:
What do we have the most (or least) of?
How many more spoons than forks do we have?
Do we have enough silverware to have ten people over for
dinner? Why or why not?
An Easier Variation:
1. Dump the silverware from its drawer or use plastic knives,
spoons, and forks.
2. Have the learner sort the silverware, show that she has all of
the same type of utensil together, and put the silverware back into
the drawer.
An Advanced Variation:
1. Do the original activity noted earlier. Then have the learner
figure out how many more pieces of silverware would be needed
in order for there to be the same number of each utensil.
2. After arriving at a solution in one way, ask that he also find
another way to solve the problem. The learner might accomplish
this by counting, or addition, or subtraction, or he might compare
the utensils on a 1-to-1 basis by lining up all the forks in one row
and then all the spoons in a row right under the forks and
matching them.
 Page 198

Classifying Collections
Why Do It?
To develop logical thinking abilities
To classify items according to similarities and differences
To keep records with Venn diagrams
Here's How!
1. Provide a collection of buttons, pencils, bolts, or rocks for the
learners to inspect.
2. Sort the collection according to a secret rule and have the
learners try to guess the rule. (A simple rule might separate
pencils that have erasers from those that do not.)
3. After solving for several rules, have the learners make up rules
of their own and have other players try to guess the new rules.
An Easier Variation:
1. Provide a collection of items that are quite different from each
other, such as buttons, pencils, feathers, bottle caps, and cotton
balls, and have the learner divide them into related groups
(classification).
2. The learner should then explain why she grouped them as she
did. (She might have, for example, grouped the bottle caps,
pencils, and buttons as "hard items" and classified the feather and
cotton balls as "soft items.")
3. After finding and talking about one rule for grouping, ask the
learners to find another way to group the same items.
An Advanced Variation:
1. Have the learner pick 1 object, such as a large red button with
4 holes. Then place objects that differ from it in only one way in
separate groups, and explain why this was done. The results
might display a group that has large red buttons with 2 holes;
another with buttons that have 4 holes and are large, but are not
red; another that contains small red buttons with 4 holes; and so
forth.
 Page 199
2. Have the learner use overlapping loops (Venn diagrams) to
classify objects according to their attributes. The example shows
how pencils might be classified. In this case, the pencils are
sorted as to whether they are yellow and/or long and/or have an
eraser. Notice that where 2 loops overlap the pencils must have 2
and only 2 similarities.
 Page 200

Attributes in Common
Why Do It?
To practice recognizing common (shared) attributes
Here's How!
1. Ask the learner to name something that is like a cat.
2. He should then tell what it is and why it is like a cat. If a rabbit
was picked, for example, he might say they are alike because they
both have fur.
3. Have the learner then think of other things that are like a cat in
the same way (they have fur) and then things that are like a cat in
a different way. He might note, for example, that an owl and a cat
are alike because both have two eyes.
4. Have the learner also look for common attributes for other
items (such as a car or a book or Cheerios® or a ladybug).
An Easier Variation:
1. Name three related things such as a car, a truck, and a bus.
2. Have the learner tell you what the three things have in common
(such as you can ride in them or they all have wheels).
3. If the learner is successful, she might be asked about other
related items such as an orange, a basketball, and a pearl, or a
squirrel, a cat, and a mouse.
An Advanced Variation:
1. Secretly choose an attribute (such as long sleeves) common to
several learners in the group and pick one learner with that
attribute to come to the front of the room.
2. Have the players guess who else might be able to join the first
person. (Note: Only if a person selected has long sleeves will he
or she be allowed to come up.)
3. After three or four learners are in the front of the room, allow
the remaining players to take turns trying to guess what attribute
they all have in common.
4. Select other attributes, such as blue eyes, tie shoes, has red on,
short hair, and extend the activity. Also, allow the learners to
select "secret" attributes and try them with each other.
 Page 201

Cupboard Rearrange
Why Do It?
To categorize items using different criteria
To develop spatial awareness skills
Here's How!
1. Help the learners take out all the items from a cupboard at
home or at school.
2. Have them rearrange all the items (for a specific reason) and
place them back in the cupboard. For example, put all the canned
vegetables together, or arrange the items from smallest to largest,
or put all items for lunch on a selected shelf.
3. Have the learners explain why they placed the items where they
did.
An Easier Variation:
1. Have the learner practice matching. Begin with a collection
containing several sets of identical items that are in mixed order.
Have the learner locate and match the items by placing them side
by side. For example, placed in pairs might be two cans of green
beans and two boxes of Jello ® brand strawberry gelatin dessert
mix.
2. To make the task more complicated, add similar items such as
a box of another brand or flavor of gelatin desert. Ask the
learners to explain how the items are similar and how they differ.
This will help them to begin noting when items are similar but
not identical.
An Advanced Variation:
1. Have a rule in mind and arrange items accordingly. For
example, place the canned goods in a stack with those having the
greatest diameters at the bottom, or arrange items in a sequence
like boxed item, sacked item, canned item, boxed item, or arrange
the items by weight. The learner must then guess and explain the
rule.
2. On the learners' next visit to the grocery or hardware store
have them notice the placement of items. Discuss how they are
grouped. Are they in the best location or would another be
better? Why?
 Page 202

What's Missing?
Why Do It?
To recognize mathematical patterns
To determine missing pattern elements
Here's How!
1. Ask the learners to listen carefully as you say a series of five
numbers (such as 1, 2, 3, 4, 5).
2. Then repeat the number series, but leave one number out (1, 2,
3, 5).
3. Ask the learners to tell you which number was missed.
4. Repeat the activity with other number sequences.
An Easier Variation:
1. Draw a color pattern on a piece of paper, such as red dot, blue
dot, red dot, blue dot, red dot, blue dot.
2. Then hide the dots with your hand and place a penny (or
another small object) over one of the dots.
3. Ask the learner to tell which color dot is covered up by the
penny.
4. Hide the dots with your hand again, move the penny to a new
dot, and have the learner tell you which dot is now covered.
5. Extend the activity by drawing a slightly more difficult pattern
such as red, red, blue, red, red, blue, and again ask the learner to
try to identify the covered color.
An Advanced Variation:
1. Photocopy the Hundred Number Board.
2. Have the learner color all the tens (10, 20, 30, and so forth)
blue and then have him write the number sequence 10, 20, 30,
and so forth on a different piece of paper.
3. Cover one of the numbers in the tens' sequence and have the
learner tell you which number is covered. (He may try to guess
with or without looking at the Hundred Number Board.) Cover a
different number in the tens' sequence (or even several numbers
at once) and try again.
4. Try the same activity with other number sequences (such as 2,
4, 6, 8, 10) making sure to always show the learner the pattern on
the Hundred Number Board as he begins.
Page 203
 Page 204

Scavenger Hunt
Why Do It?
To locate and classify everyday items according to similarities
and differences
Here's How!
1. Prior to beginning the Scavenger Hunt, decide with the
learners on attributes that will be used to limit their search. It
might be decided, for example, that the search categories will be
''brown" and "smaller than a television" and "both".
2. As the learners find matching items, they should list them (or
draw a picture of each) in a chart such as the one shown.
3. When finished, have the learners talk about how the items are
similar and/or different.
 Page 205
An Easier Variation:
1. Have the learner fold a piece of paper in half from top to
bottom and label one side red and the other not red. Then have
the learner make lists (or draw pictures) and talk about the red
items and the not red items she was able to locate at home or in
school.
2. As an extension, have the learner classify things in other ways.
For example, she might find, list, picture, and talk about items
that are shorter, taller, or the same height as she is.
An Advanced Variation:
1. Have the learners use the information from the original
Scavenger Hunt activity and create a Venn diagram with it (see
below).

2. As a further challenge, ask the learners to create a Venn

diagram for three or more attributes. In the example shown, the
learners are looking for things that are smaller than a soccer ball
and/or that can be talked to and/or that use numbers to make
them work and/or that can be listened to and/or any combination
of these.
 Page 206

Across the Board

Why Do It?
To develop strategies and encourage logical thinking
To use language to describe logical strategies
Here's How!
1. Across the Board is a strategy game for two players.
2. Provide four markers for each player (one player might use
four beans, another four green buttons, and so forth) and a game
board.
3. To begin, each player must place his or her markers along an
edge of the game board (one player to an edge).
4. In turn, each player must move one of his or her markers a
single space forward, backward, left, or right, but not diagonally,
into an open game board square. (Note: Two players may not
occupy the same space.)
5. The winner is the first player to move all of his or her markers
across and off the board. (Note: Talk about strategies that might
lead to success.)
 Page 207
An Easier Variation:
1. Get to the Win Box is a game for two players.
2. Provide three or four markers (buttons or beans) and a strip of
paper (adding machine tape works well) that has been divided
and marked into 10 or more spaces. Also write the word "Win" in
the far left-hand square (see below) of the game strip.
3. Player #1 begins by placing the markers anywhere along the
strip with one marker in a space.
4. Player #2 may then, as spaces are available, move a marker
one or two spaces, following these rules:
No space may have more than one marker in it.
Markers may not be jumped over.
Markers must always be moved left toward the "Win" box.
5. Players take turns attempting to move one marker at a time
toward or into the "Win" box. If a player moves a marker into the
"Win" box, he or she scores a point. (If the markers are eatable
items, such as cereal, minimarshmallows, or peanuts, the players
might be allowed to eat their winnings.)

An Advanced Variation:
1. Secret Code is a game of logic for two. Success depends on
problem solving by the player who is the code breaker and is
based on feedback from the code maker.
2. Photocopy the game boards (as shown) and cut out small
paper squares (each must fit on an individual game board grid
space) of four different colors plus black. Decide how many
games will be played before beginning.
3. The code maker decides on a pattern using any four colored
squares and secretly puts it on his or her Secret Code game board
(which the code breaker cannot see).
4. The code breaker then makes a first attempt at breaking the
Secret Code by placing four colored paper squares on selected
grid spaces of his or her game board.
5. The code maker then gives feedback by placing a black square
above any column where the placement is correct. He must also
verbally announce any other colored markers that are in correct
columns, but in a wrong position. (Note: In the sample below,
the code breaker has placed red in the proper row and in the
proper space, as indicated by the black square placed above that
column; blue is in the proper column, but in a wrong position;
pink and tan are both in wrong columns and positions.)
 Page 208
6. The code breaker then uses the clues and tries again. Play
continues until the code has been broken and is correctly
reproduced.
7. When the Secret Code has been solved, the players should be
encouraged to talk about strategies and then change roles and play
again.
 Page 209

The Critter Crawl

Why Do It?
To develop logical reasoning skills and strategies while playing
games on 2-dimensional boards

Here's How!
1. Photocopy the Critter Crawl board and provide a die or
spinner with the numbers 1, 2, 3 and 1, 2, 3 on it (see Appendix
A), and Critter markers (or photocopy and cut out those shown).
2. Each player (up to 4) places his or her critter marker on a
different side of the board.
3. Player #1 rolls the die and states the number rolled. She then
moves that many squares horizontally and/or vertically. (Note: A
player rolling a 3 might move 2 spaces vertically and 1
horizontally.) Player #2 then takes a turn. (Additional Notes: Two
critters may not occupy the same square and barriers may not be
crossed.)
4. Play continues with the players taking turns around the board.
The first critter to reach the opposite side wins.
An Easier Variation:
1. Provide a checker board, one critter marker for each player
(up to four players), and a spinner or die with the numbers 1, 2, 3
and 1, 2, 3 on it (see Appendix A).
2. Also cut out six small paper barriers (each should be 2 or 3
spaces long). Fold them so that they will stand and have the
players place them on the checker board (three horizontally and
three vertically).
3. Then play the game as described above.
An Advanced Variation:
1. Provide a die numbered 1 through 6 and four playing pieces
such as 4 pennies, 4 buttons, or 4 paper clips for each player.
 Page 210
2. Play the game as first described above, except that players may
land on a square that contains an opponents playing piece. If a
player lands on an opponents piece, she gets a bonus turn.
3. The first player to get all of his or her pieces to the other side of
the board wins.
 Page 211

Penny Pickup
Why Do It?
To develop logical thinking skills
To look for winning patterns
Here's How!
1. Place ten pennies in a line.
2. Each player, at his or her turn, must remove either one or two
pennies. (If, for example, Player #1 takes 2 pennies, eight are left.
Player #2 then takes 1 penny and seven remain. Player #1 next
takes 1 penny and six are left. Player #2 takes 2 pennies, leaving
four. Player #1 again takes 2 pennies and leaves two. Player #2
takes the remaining 2 pennies and wins because he took the last
two pennies.)
3. The player who picks up the last one or two pennies wins.
4. After two or three games talk about winning strategies. When
just three pennies remain, who will win? When four pennies
remain? How about five or six pennies?

An Easier Variation:
1. Place five pennies in a row.
2. At each turn a player may take only one penny.
3. The player to take the last penny wins.
4. Play several games, switching who takes the first penny. Does
a certain player always win? Ask the players to explain why?
An Advanced Variation:
1. Play the original activity with 10 or 15 or more pennies.
2. Instruct the players to take turns removing one, two, or three
pennies.
3. Have the players talk about who will win and in which
situations? Is there a pattern to "winning"?
 Page 212

Last is Best
Why Do It?
To play games that encourage strategy development
To develop logical thinking and problem-solving skills
Here's How?
1. Photocopy the Last Is Best Game Board shown. Players are to
take turns placing markers in either one or two triangles on the
board. No one may skip a turn.
2. If a player, at his or her turn, chooses to place two markers, the
areas in which they are placed must connect on a full edge (see
examples).

3. The last person to fill in a triangular area wins! (Note: If

desired, the Last Is Best Game Board might be expanded in size.)
 Page 213
An Easier Variation:
1. Provide a game board (a 7 × 7 sample is shown) and different
markers for each of two to four players.
2. Have them play Three in a Row (a Tic-Tac-Toe type game). To
begin, each turn a player must place one of her or his markers on
the game board. Then, as subsequent turns are taken, each player
tries to get three markers in a row (horizontally, vertically, or
diagonally).
3. The player to get three markers in a row the most times is the
winner.
4. For players who appear ready, challenge them to reverse the
object of the game. That is, as they play they need to avoid
getting three markers in a row.
 Page 214
An Advanced Variation:
1. Play the Mancala version of the ancient game Kalaha. (Note:
At first the game appears confusing, but one or two practice moves
will help players become familiar with the rules and allow them to
concentrate on strategies. The rules are simple but the tactics for
winning take time to master.)
2. The game can be played with a lidless egg carton, two small
containers (boxes or custard cups), and 36 small objects (beans,
beads, popcorn kernels). Place the two small containers at the ends
to serve as the players' scoring pods. The sections of the egg carton
are playing pods, with each player having one side as his or her
home territory.
3. Begin by placing three small objects such as beans in each of the
twelve playing pod sections of the egg carton.
The initial game board for Mancala is illustrated here.

4. Player #1 chooses one of her pods and takes the three seeds to
sow, one at a time, in successive pods moving around
counterclockwise.
5. If the last seed in a play is placed in that player's own scoring
pod, she gets another turn.
6. If the last seed is placed in an empty pod on her own side, she
then captures the seeds in the opposite (the opponent's) pod.
7. All captured seeds, as well as the last seed played, are taken out
of the playing pods and placed in the player's own scoring pod.
8. The game ends when all pods on one side of the egg carton are
empty.
9. Each seed becomes a point. The player with seeds remaining
puts them in his or her own scoring pod. The player with the most
seeds is the winner.
 Page 215

Candy Graph
Why Do It?
To provide hands-on experiences with physical graphs
To learn to organize and record information
To learn to interpret physical (and pictorial) graphs
Here's How!
1. Provide the learners with a bar graph and a small bag of candy
(such as M&Ms® or Skittles®).
2. Have the learners choose three colors of candy that they will
graph and write the colors on the bar graph.
3. Have the learners take out only the three colors that they have
chosen and physically place them on each appropriate square of
the graph.
 Page 216
4. Then ask each learner questions about his or her graph. How
many of each color did you get? Which color did you find the
most of? The least? How many more green M&Ms did you find
than red ones?
5. Finally, if appropriate, the learner may be allowed to eat the
candy.
An Easier Variation:
1. Provide an egg carton and a small bag of candy (such as
M&Ms or Skittles) for each learner.
2. Before opening the bag, have the learner choose two colors
that he or she will graph.
3. Then use the egg carton as a graph by placing one piece of
candy in each cup (and keeping the selected colors in line).
4. Ask the learner questions about his or her graph. Which color
had the most? How many of that color did you find? Which color
had the fewest?
5. Finally, the learner might then eat the candy.
An Advanced Variation:
1. Provide the learners with a bar graph, crayons, and a small bag
of candy (such as M&Ms or Skittles).
2. Have the learner choose three colors of candy that she will
graph and write the colors on the bar graph.
3. Have the learner separate out the colors that she chose and use
crayons of the same colors to mark in the corresponding squares
of the graph.
4. Ask the learner to either eat the candy or put it away before
asking questions about his or her graph. How many of each color
did you get? What was your total? Which color did you find the
most of? The least? How many more of one color M&Ms did you
find than another? (Note: As such, the learner must interpret his
or her findings from the pictorial graph rather than directly from
the physical objects.)
 Page 217

People Graphs
Why Do It?
To collect, graph, and analyze data about people
Here's How!
1. Select a small group of people (family members or classmates)
that the learners will graph in several ways.
2. The learners might first find out and graph the numbers that
are girls and boys. (Grid paper for making graphs is found in
Appendix A.)
3. Other graphs, for the same group of people, might consider
eye color or hair color. Ask questions that compare the graphed
information, such as: Are there more boys or girls? Do more of
these people have blue or brown eyes? (Sample graphs are
shown.)
 Page 218
An Easier Variation:
1. Make a floor tile graph by using masking tape to mark off two
adjacent columns of square floor tiles (or use chalk to mark off a
similar grid on a sidewalk).
2. Allow the learners to borrow one shoe from each of ten or
more different pairs.
3. Have the learners make a shoe graph by placing all the shoes
that have ties in one column and all the shoes without ties (slip
ons, Velcro, buckles) in the other column.
4. Have the learners identify the type of shoe there is more of.
How many more? How many fewer? How many shoes have been
put on the entire graph? If we put the matching shoe with each of
these to make a pair, how many shoes will we have all together?
An Advanced Variation:
1. Have the learners ask at least 10 adults what their favorite
leisure time activity is. They will likely find a wide range of
activities from reading to fishing to playing music to playing
tennis to going to the movies.
2. Ask the learners to graph the initial findings, but also to keep
asking people and adding information to the graph for several
days or even weeks.
3. When finished, ask what they discovered from the people
graph?
4. As an extension, the learners might be asked how the adult
leisure time activities might compare with those for kids? If an
interest is expressed, a kids graph might also be developed.
 Page 219

Candy Estimate
Why Do It?
To practice estimation and logical thinking
To group and count by tens and ones
Here's How!
1. Provide 20 to 25 pieces of candy (jelly beans, M&Ms®,
Skittles®, or gum drops) and a see-through container large enough
to hold the candy.
2. Have Player #1 place an unknown amount of candy in the
container.
3. Then each player must estimate (guess) whether there are more
or less than 10 pieces in the container.
4. Another player should then take the candy from the container
and match it on a 1-to-1 basis (one piece of candy to one dot) on
10 strip like the one shown.
5. Have the players count together to determine whether the actual
amount of candy was greater than, less than, or exactly 10. (Note:
For amounts greater than 10, encourage the players to begin at ten
and count on as 10, 11, 12, 13, and 14.)

An Easier Variation:
1. Provide small pieces of candy and a tablespoon.
2. Have the learner estimate (guess) how many pieces of candy
could fit on the spoon.
3. Have the learner place candy on the spoon, one piece at a time,
until a piece drops off.
4. Help the learner count the actual number of candies that were on
the spoon before any dropped off.
5. Discuss with the learner whether he made an estimate that was
close to the actual amount. (Note: Children sometimes think that
their guess is bad if they are not exactly right. Stress the idea that
when estimating we try for a close guess, and that the more
estimation practice we have, the more often our estimates will be
close.)
 Page 220
An Advanced Variation:
1. Provide 100 or more small pieces of candy (or other small
objects such as beans or marbles) and a see-through container
large enough to hold the candy.
2. One player begins by placing an unknown amount of candy in
the container.
3. Each player then estimates (guesses) how many pieces of
candy are in the container.
4. Have the players take the candies out of the container and put
them into piles of tens and ones.
5. Help them count by tens and then ones to find out how many
pieces of candy were actually in the container.
6. Talk with the players about their methods for estimating. They
might say things like, ''I counted a group of 10 and then tried to
see how many 10's were in the container," or "I can hold 20 of
the candies in one hand so I figured out how many handfuls
there might be."
 Page 221

Cereal Guess
Why Do It?
To practice using groups of items when estimating
To develop logical thinking strategies
To practice counting by fives and tens
Here's How!
1. Have the learners count dry cereal pieces (Cheerios®, Froot
Loops®, Spoon Size Shredded Wheat®) into groups of five.
2. Have them estimate (guess) how many groups of five it will
take to fill a small container (such as a custard cup or a juice
glass).
3. Have the learner put cereal (in groups of five) into the
container and count or tally the number of groups it took to fill it.
4. Talk about how close the learner's estimate was to the actual
number of groups needed. When finished the learner may be
allowed to eat the cereal.
5. As an extension, repeat the activity with groups of ten.
An Easier Variation:
1. Estimate how many tablespoons of dry cereal (Cheerios, Froot
Loops, Spoon Size Shredded Wheat) will be needed to fill a
small container.
2. Have the learner count the number of tablespoons of cereal it
takes to fill the container.
3. Talk about whether or not the estimate was close to the actual
count.
An Advanced Variation:
1. Have the learner count how many tablespoons of dry cereal
(Cheerios, Froot Loops, Spoon Size Shredded Wheat) are needed
to fill a cereal bowl.
2. Next, ask the learner to count the number of cereal pieces it
takes to fill one tablespoon.
3. Then have the learner estimate how many pieces of cereal are
in the bowl.
4. On a paper towel or waxed paper, have the learner take the
cereal pieces from the bowl and organize them in groups of 10.
Ask how many groups of 10 she found? Have the learner count
by 10s (and/or 100s, if necessary) to find the total.
5. Talk about how close her estimate was to the actual total. If off
by a lot, is there a way she might have achieved a closer answer?
 Page 222

A Pocket Full of Change

Why Do It?
To recognize pennies, nickels, dimes, and quarters
To become familiar with the monetary value of coins
Here's How!
1. Provide a pocket full of change.
2. Have the learners sort the coins into pennies, nickels, dimes,
and quarters and count the number of each type.
3. Help the learners to find out how much money value is
represented in each group. The pennies can be counted 1 to 1.
Then, if the learner is capable, the nickels should be counted by
5s as 5¢, 10¢, 15¢, and so forth; the dimes by 10s as 10¢, 20¢,
30¢, and so forth. Finally, if not too difficult, help the learners to
count all of the coins to determine the total value of the pocket
full of money.
4. If a further challenge is desired, the coins might be divided
randomly in half and two players assigned to sort the two group
of coins. The players should determine who has the most
pennies, nickels, dimes, and quarters. They might also find and
compare the total money value of each half. (Note: The largest
number of coins does not necessarily represent the greatest total
monetary value.)
An Easier Variation:
1. Locate the book 26 Letters And 99 Cents, by Tana Hoban. 1
2. Have the learners use actual coins and match them with the
coins pictured in the book.
3. The learners should also note the numerals beside the pictures.
These numerals represent the number of pennies and also the
value of the money shown.
4. Help the learners to note, that beginning with the number 5, the
different ways coins can be combined to make a specific amount
of money.
5. As a special challenge, for the child who has a good grasp of
money and coin combinations, begin with the number 11 and ask
how many combinations, in addition to those shown in the book,
will equal the values shown. (For example, with 11 one dime and
one penny are displayed, but also shown might be two nickels
and a penny, one nickel and six pennies, or 11 pennies.)
 Page 223
An Advanced Variation:
1. Provide a restaurant menu (a children's menu if possible) that
lists food items and their costs.
2. Help the learners to translate the cost of each item into an
equivalent amount in coins. A hamburger that costs 98 cents, for
example, might be paid for with 3 quarters, two dimes, and 3
pennies. (Note: Learners, comfortable with the related concepts,
might also use dollar bills.
3. As a further challenge students might compare the total for
individual purchases at a fast food restaurant versus the cost of
the same items bought as a Value Meal.
 Page 224

I Predict!
Why Do It?
To collect, organize, and interpret information
To introduce probability concepts
To enhance logical thinking skills
Here's How!
1. Use socks of two different colors.
2. Player #1 begins by secretly putting a number of socks of each
color into a paper bag.
3. Player #2 reaches into the bag, pulls out one of the socks, and
then replaces it. He may continue to pull out and replace socks
from the bag, one at a time, as many times as desired.
4. When Player #2 thinks he knows which color represents the
largest number of socks in the bag, he guesses that color.
5. Take out and display the socks to determine which color
actually represents the largest number and talk about any
difference.
6. As an extension, use socks of three or four different colors
when doing the activity.
An Easier Variation:
1. Provide five dimes and five pennies. Have the learner look at
them and count each set of coins.
2. Place all of the coins in a paper bag.
3. Allow the learner to shake the bag, predict which coin she will
pull out, and, without looking, select a coin.
4. Keep track of each prediction and each coin selected.
5. After several attempts have the learner tell how often the coin
predicted was correct and why she was not correct every time.
6. Next, remove the five dimes and redo the activity.
7. There will be an increase in the number of correct predictions.
Ask the child to explain why she can now predict correctly every
time.
An Advanced Variation:
1. Cut 1 inch squares from three different colors of paper.
Secretly place 10 squares (three of one color, three of another
color, and four of a third color) into a paper bag.
2. Have the learner shake the bag, pull out one square without
looking, record the color on a tally sheet, and put the square back
into the bag.
 Page 225

3. Have the learner shake the bag and repeat the process ten
times.
4. Then ask the learner to predict how many squares of each
color are in the bag and why he thinks so. Also ask, "If your first
guess isn't quite correct, what is your next best guess as to how
many squares of each color are in the bag?"
5. After predictions have been made, allow the learner to empty
the bag, count the actual number of each color, compare it with
his tally marks, and talk about how close he was and why.
6. As an extension, repeat the activity using different numbers of
each color. When finished, talk about the results and how they
compare with his predictions.
 Page 226

Peek Boxes
Why Do It?
To provide experiences collecting, organizing, and interpreting
data
To learn about making probable (probability) guesses
To develop logical thinking abilities
Here's How!
1. Provide a small box with one corner cut off and marbles of
two different colors. When the learners aren't looking put 10
marbles in the box (such as 2 green and 8 yellow).
2. Tell the learner that the box contains 10 marbles and that there
are both green and yellow marbles. She may then shake the box
several times (perhaps 10), peek at the corner each time, and
make a guess as to how many are probably green and how many
are probably yellow.
3. Talk with the learner about why she thought there were a
certain number of each color.
4. Have the learner try the peek box experiment several more
times and keep records for each trial (perhaps by making a tally
mark each time a certain color appears).
5. Does she still think the first answer was best? Why or why
not? (Note: The top may be opened so that the learner might
examine the actual number of marbles of each color.)
6. Try the peek box activity again, but use a different number of
marbles of each color.
 Page 227
An Easier Variation:
1. Provide a peek box that contains 3 green marbles and 3 yellow
marbles.
2. Allow the learner to shake and peek several times. Then ask
what color the marbles are in the peek box? If there are 6 marbles
in the peek box, how many do you think there are of each color?
3. Try the activity again with 1 green marble and 5 yellow
marbles. If the learner has seen only yellow marbles, ask if there
could be any green marbles? (Note: The box may be opened and
looked into.)
An Advanced Variation:
1. If the learners appear ready, try peek boxes with more marbles
(perhaps 20), but only allow 10 shakes. After he has completed
the 10 shakes and tallies, ask what the probable (probability) total
number of marbles of each color is?
2. Allow the learners several more trials. Then ask them to
compare their findings and answer the following statement. "I
think there are ______ green marbles and ______ yellow
marbles in the peek box, but there could be ______ green
marbles and ______ yellow marbles because ______ .
 Page 228

My Lucky Number
Why Do It?
To gain experience with probability (probable) outcomes
To develop logical thinking skills
To practice addition to 12
Here's How!
1. Provide two dice, pencils or crayons of different colors, and a
chart like the one shown.
2. Allow each player to pick a Lucky Number (from 2 to 12) and
circle it with his or her special color.
3. Have the players take turns rolling the dice and adding up the
dots.
4. At each turn put a tally mark under each total number that is
rolled. (If 2 and 4 are rolled, put a tally mark under the number 6).
5. The first person to get 5 tally marks under his or her Lucky
Number wins.
6. Pick another Lucky Number and play again. After playing
several times ask the learners if they can make a better guess as to
which numbers have more chances of winning?
 Page 229
An Easier Variation:
1. Provide two dice that have the numbers 1, 2, 3, 1, 2, 3 on
them. (See Appendix A for directions on how to make or modify
dice.)
2. Help the learner to make a chart, but with the numbers 2
through 6 across the top.
3. Then play the game as described above (with the new dice and
numbers) and, after several games, talk about the outcomes.
An Advanced Variation:
1. Obtain two 1 through 6 dice and label them Die 1 and Die 2.
2. Have the learners roll the two dice and plot the sums of the
rolls on the chart. How many different ways can the sums 2
through 12 be obtained.
3. Read the chart to determine how many different ways you can
achieve each sum (1 through 12). Write the answers on the
appropriate lines in the list below.
There are _______ ways to get 1.
There are _______ ways to get 2.
There are _______ ways to get 3.
There are _______ ways to get 4.
There are _______ ways to get 5.
There are _______ ways to get 6.
There are _______ ways to get 7.
There are _______ ways to get 8.
There are _______ ways to get 9.
There are _______ ways to get 10.
There are _______ ways to get 11.
There are _______ ways to get 12.
Page 230
 Page 231

Colorful ''Squiggle" Designs

Why Do It?
To enhance logical thinking and problem-solving skills
To enjoy making predictions and developing strategies
To develop mapping skills
Here's How!
1. Have the learner draw a simple "squiggle" design (see
example) by placing a pencil anywhere on a sheet of paper and
drawing a line, without lifting the pencil, that repeatedly crosses
over itself and ends at the starting point.
2. Next, select markers or crayons of two different hues and,
adhering to the following rule, color in the segments of the
design. (Rule: Segments of the same color may not share a
common boundary line [edge]. Segments of the same color may
touch only at a vertex.)
3. If playing with a partner, take turns coloring segments and
follow the rule noted above.
4. Have the learners notice and talk about whether it was possible
to color in all sections of the "squiggle" design.
5. To extend the experience, have the learners draw another
design and color it following the same rule. Is it possible to color
every section? Why or why not?
 Page 232
An Easier Variation:
1. Have the learner use a dark crayon to draw a "squiggle" design
(see example).
2. She should then shade in the individual segments with
different colors to create a colorful design.
3. Talk about the design. Count the total number of segments.
How many segments of each color did she make? Does the
design look like something special?
4. If a challenge is desired, ask the learner to draw another
"squiggle" design and shade it in with just two colors according
to the following rule. (Rule: Segments of the same color may not
touch at an edge. They may however touch at a single point
[vertex].) When she has finished, ask what she found out?
An Advanced Variation:
1. Photocopy the provided "squiggle" design (see example) and
have the learners predict the fewest number of colors needed to
color the design if sections of the same color cannot share a
common boundary (edge), but can touch at a vertex. Have the
learners try it and talk about the outcome.
2. Have the learners draw another "squiggle" design, but this time
do not have them stop the line at the starting point. Instead allow
it to roam the page until they find a stopping point that closes a
segment. Predict the fewest number of colors needed to color this
design (no two sections of the same color may share a common
boundary). Try it to find out. Were their predictions correct?
What accounts for the results?
3. If a further challenge is desired, have the learners use a pencil
and a straight edge to section a paper into boxlike segments.
Predict how many colors it will take to fill in all of these
segments so that no two segments of the same color share a
common boundary. Talk about the results of this new experiment.
Page 233
 Page 234

Build a Network
Why Do It?
To introduce learners to mathematical networks
To develop game strategies and problem-solving skills
Here's How!
1. Photocopy the Smiley Face Game Board (on the next page)
and provide a coin and a pencil for each two players.
2. The players take turns flipping the coin and drawing lines
between dots. If, for example, Player #1 flips a tail, he must draw
a line on the game board that is 1 space long and connects two
dots either horizontally or vertically. Player #2 might then flip a
head and be allowed to draw a 2 space line or two 1 space lines.
(Note: heads = 2 spaces and tails = 1 space.)
3. When a player is able to draw a line that encloses a square, that
player gets to write his or her initials in the box.
4. When all dots have been connected, the players count the
squares with their initials to determine their scores. (Note: Plain
squares are worth one point and smiley face squares are worth
two points.)
An Easier Variation:
1. Provide a sheet of paper with 10 to 20 dots marked randomly
across it.
2. The learner should then create a network by drawing straight
lines from dot to dot (see example).
3. The child may then color in the areas of the network to make a
design.
Page 235
 Page 236
An Advanced Variation:
1. Read the story Rosie's Walk 2 by Pat Hutchins.
2. Have the learners talk about the directional words and the fact
that Rosie doesn't know the fox is following her.
3. Play a game where Rosie learns about the fox and plans a
strategy for staying out of his way as she takes her daily walk
through the barnyard. The fox is, however, planning ways to
catch her. Can Rosie find a route back to the hen house and
avoid meeting the sneaky fox?
4. Use Rosie's Barnyard Walk Game Board and markers
representing Rosie and the fox.
5. Two players flip a coin at each turn to see how many moves
they can make. (Heads = two moves; tails = one move.)
6. Players may start at any star point on the outside boundary of
the game board and move in any direction along the network
paths.
7. Play continues until the Rosie reaches the Hen House or the
fox catches her.
Page 237
 Page 238

Works Cited
1. Tana Hoban, 26 Letters and 99 Cents (New York:
Greenwillow Books division of William Morrow and Company,
1988).
2. Pat Hutchins, Rosie's Walk (New York: Collier
Books/Macmillan, 1968).
 Page 239

Appendixes
The items in these Appendixes, in addition to those found within
the text, are provided in order that children might more easily
understand and/or extend their mathematical understandings.
Provided first are simple learning aids and devices that can be
used directly by young learners. Next are books and computer
software that will help to enhance and extend children's'
mathematical understandings. Finally, a listing of selected sources
for use by parents and/or teachers is provided.

Appendix A: Simple Equipment to Make or Acquire

Make a Paper Clip Spinner 241
Constructing Milk Carton Dice 241
Modifying Regular Dice 242
Easy Finger Paint 242
Cooked Finger Paint 242
Easy Play Dough 243
Cooked (Hardening) Play Dough 243
An Inch Ruler 243
A Centimeter Ruler 244
Construct a Paper Thermometer 244
Inch Graph Paper 247
Half-Inch Graph Paper 248
Centimeter Graph Paper 249
Dot Paper 250

Appendix B: Selected Resources for Use with Young Children

Books (Annotated List) 251
Computer Software 255
 Page 240

Appendix C: Selected Sources for Parents and Teachers

Books 256
Magazines 256
Video Tapes 256
Internet Sites 257

Appendix D: Recommended Developmental Experiences

Matching 258
Grouping 258
Patterning 258
Seriation 259
Beginning Number Concepts 259
All or Part of 259
Measuring and Estimating 259
Problem Solving and Reasoning 259
 Page 241

Appendix A: Simple Equipment to Make or Acquire

Make a Paper Clip Spinner:
1. Lay a paper clip so that one end overlaps the center point of
the spinner chart.
2. Put a pencil point through the end loop of the paper clip and
hold it on the center point of the chart.
3. Use your other hand to spin the paper clip. The paper clip will
point to different numbers at random.

Constructing Milk Carton Dice:

1. Obtain and thoroughly clean two milk cartons.
2. Cut off the bottom portions of the cartons at a height ¼ inch
less than the width of the cartons.
3. Form a cube by pushing the open end of one milk carton into
the open end of the other.
4. Cover the cube with Contac® paper.
5. Use a Magic Marker® or stick-on labels to put any desired
images (dots, numerals, geometric shapes, fractions, and so
forth) on the faces of each cube.
 Page 242
Modifying Regular Dice:
1. Use standard dot dice or any cubes will work.
2. Obtain small glue-backed stick-on labels from an office supply
or stationary store.
3. Pen or pencil any desired images on the labels and stick them
onto the faces of each die. You may want some that show
numerals as 1, 2, 3, 4, 5, and 6; or limit the range of numbers to
1, 2, 3 and 1, 2, 3 again; or show a fractional part shaded in; or
geometric shapes, and so forth.

Easy Finger Paint:

1. Dampen art paper with a wet sponge.
2. Pour 2 or 3 tablespoons of liquid starch onto the paper.
3. Sprinkle ½ teaspoon of tempera paint onto the liquid.
4. Use the learner's fingers to mix the color in and paint.
5. Extend the learner's experience by sprinkling 2 colors at a time
(such as yellow and blue or red and yellow) onto the paper; the
learner will discover a third color.
Cooked Finger Paint:

½ cup dry starch vegetable

coloring
11/3 cups boiling 1 tsp. glycerin
water
½ cup soap flakes

1. Mix the starch with enough cold water to make a smooth paste.
2. Add boiling water and cook the paste until glossy.
3. Stir in the dry soap flakes while the mixture is still warm.
4. Allow the mixture to cool.
5. Add glycerin and pour the mixture into jars.
6. Add color later when ready to use.
7. The mixture can be kept for a week if it is tightly covered.
 Page 243
Easy Play Dough:

3 cups liquid tempera paint or 2 tsp.

flour food
¾ cup salt coloring (optional)
½ cup
water

1. Sift flour and salt together into a pan.

2. Mix coloring with water and add gradually to flour and salt
mixture.
3. Knead until the mixture is smooth and easy to handle.
4. If mixture becomes sticky, add more flour.
5. When not in use, place in a plastic bag and keep in a cool
place.
6. Easy Play Dough will last at least two weeks.
Cooked (Hardening) Play Dough:

1 cup flour ½ cup salt

1 tablespoon 2 teaspoons cream of
oil tartar
1 cup water food coloring or tempera
paint
1. Combine all ingredients in a sauce pan.
2. Cook over medium heat.
3. Stir constantly until mixture forms a ball.
4. Knead until smooth.
5. Store in a covered container.
An Inch Ruler:
 Page 244
A Centimeter Ruler:

To Construct a Paper Thermometer:

Photocopy the demonstration paper thermometer (below) and
help the learner cut it out and glue it onto a piece of cardboard.
Carefully cut slits on the dotted lines. Also cut out the two thin
paper strips and color one red (or use colored paper) and glue the
A and B ends together. Thread the paper strips through the slits so
that the ends are on the back side and the red portion is at the
bottom of the thermometer. Ask the learner to show a particular
temperature by pulling the strips up or down so the red line
matches the appropriate temperature number.
Page 245
Page 246
 Page 247
Inch Graph Paper:
 Page 248
Half-Inch Graph Paper:
 Page 249
Centimeter Graph Paper:
 Page 250
Dot Paper:
 Page 251

Appendix B: Selected Resources for Use with Young Children

Books:
Children need to experience math in a variety of ways in order to
understand the concepts and how they connect to the real world.
Children's books can be used to help teach mathematical
concepts in a variety of ways. Some books have an obvious
focus on math and help teach a specific concept; others can be
used to encourage mathematical investigations and concept
exploration. There are also books that have no obvious math
connections, but that can be used to enhance the child's critical
thinking and investigative skills
Below is a selected list of children's literature books with a brief
description of each. The books are listed alphabetically by author
and correlated with the appropriate chapter headings in Big Math
Activities for Young Children. (A notation follows each book that
was used as part of an activity within this text.)
This list represents only a few of the books that might be used to
introduce math to young children. New books are published on a
regular basis. Check your public library and local book stores for
additional books that can be used to broaden math concept
learning and enhance literacy in general.
Number Sense and Counting (Chapter 1):
Allison, Linda. Eenie, Meenie, Miney Math: Math for You and
Your Preschooler. Boston: Little, Brown, 1993.
This book, written especially for parents, is a collection of quick
playful activities and games to introduce math to young children.
The activities can be done anytime and anywhere as children
look at and learn about colors, shapes, patterns, numbers, and
counting.
Anno, Mitsumasa. Anno's Counting Book. New York: Harper &
Row, 1977.
One year in the life of a small village. The illustrations show
many things to count.
Bang, Molly. Ten, Nine, Eight. New York: Greenwillow
Books/William Morrow, 1983.
A young girl falls asleep as her mother counts from 10 to 1 in a
lullaby.
Carle, Eric. My Very First Book of Numbers. New York: Harper
& Row, 1974.
A counting book with split pages. Groups of objects appear on
the top half and can be matched by turning the bottom half of the
page to find the corresponding number.
Crews, Donald. Ten Black Dots. New York: Greenwillow Books/
William Morrow, 1968.
What can you do with ten dots? One dot makes a sun or a moon
when the day is done. Simple rhymes and everyday objects are
used to count to 10.
 Page 252
Dee, Ruby. Two Ways to Count to Ten. New York: Henry Holt
and Co., 1988.
A retold traditional tale that shows the cleverness of one animal
who wins the prize by counting by 2's.
Ehlert, Lois. Fish Eyes, A Book You Can Count On. San Diego,
CA: Harcourt, Brace & Jovanovich, 1990.
Children enjoy learning to count brilliantly colored fish
swimming through the pages. A friendly guide joins in the
journey and helps out with simple addition.
Enderle, Judith, and Stephanie Tessler. Where Are You Little
Zack? New York: Houghton Mifflin, 1997.
The four duck brothers take the number one train on track two to
the city but when they get there, little Zack is missing. An
amusing story of how they count their way to finding brother
Zack.
Falwell, Cathryn. Feast for 10. New York: Clarion
Books/Houghton Mifflin, 1993.
A family of four shops and prepares a feast for ten.
Hamm, Diane Johnston. How Many Feet in the Bed? New York:
Simon & Schuster, 1991.
A family of five gets in and out of bed on a Sunday morning.
This story presents many ways to count by twos.
Hargreaves, Roger. Count Worm. Miami, FL: P.S.I. & Associates,
Ottenheimer Publishers, 1982.
A friendly and very agile worm helps a young boy learn to count
and recognize the shape of each number. (Number Bake: Easier
Variation)
McGrath, Barbara Barbieri. The M&M Counting Book,
Watertown, WA: Charlesbridge Publishing, 1994.
This yummy counting book teaches numbers 1 through 12, six
colors, and three primary shapes. Lucky learners are rewarded
when they learn simple subtraction by eating the problem.
Sloat, Teri. From One to One Hundred. New York: Dutton
Children's Books/Penguin Books, 1991.
A picture book with no text. Children search the illustrations to
find the numbers.
Number Operations (Chapter 2):
Anno, Mitsumasi. Anno's Mysterious Multiplying Jar. New York:
Philomel, 1983.
The story teaches multiplication through illustrations as objects
are revealed in Mr. Anno's jar.
Christelow, Eileen. Five Little Monkeys Jumping on the Bed.
New York: Clarion Books/Houghton Mifflin, 1989.
Subtraction and addition can be illustrated by this amusing
familiar rhyme.
Hoban, Tana. 26 Letters and 99 Cents. New York:
Scholastic/William Morrow, 1987.
Letters are introduced with pictures of related items. Photos of
coins are shown to illustrate numbers. A penny represents the
number 1. As the numbers get larger, a variety of coins are
shown to represent the number 5, the number 11, and so forth.
(Money Match Math, Alternate Variation)
 Page 253
Hutchins, Pat. The Doorbell Rang. New York: William Morrow,
1986.
In this story, a dozen cookies are shared with an ever-changing
number of children. Each time the cookies are redistributed to
give each child an equal number. A surprise ending saves the
day! (Table Math: More Difficult Variation)
Long, Lynette. Domino Addition. Watertown, WA: Charlesbridge
Publishing, 1996.
This book takes the traditional game of dominos and gives it an
entirely new use. Games and challenges are given to players as
they practice different operations.
Viorst, Judith. Alexander, Who Used to Be Rich Last Sunday.
New York: Atheneum, 1979.
Alexander is given a dollar bill by his grandparents. He buys
items of questionable quality until his money dwindles little by
little. (What Price, More Advanced Variation)
Measurement (Chapter 3):
Carlstrom, Nancy. Jesse Bear, What Will You Wear? New York:
Macmillan, 1986.
Jesse Bear goes through the day deciding what to wear in various
situations.
Carlstrom, Nancy. It's About Time Jesse Bear and Other Rhymes.
New York: Macmillan, 1990.
This cheerful story, told in rhyme, follows the little bear through
the day as he learns about time. (It's Time, Easier Variation)
McMillan, Bruce. Eating Fractions. New York: Scholastic, 1991.
Two children share a tasty meal by dividing various foods. It
shows fractions as parts of a whole using units of halves, thirds,
and fourths.
Schwartz, David. If You Made a Million. New York: Mulberry
Books, William Morrow, 1989.
Written in child language and around children's interest areas, this
book talks about what a million is; how to make a million and
what to do with it after you have it. Making and spending money
means making choices.
Williams, Vera. A Chair for My Mother. New York: Greenwillow
Books/William Morrow, 1982.
After a fire destroys their possessions, a family saves their money
to buy a new chair.
Geometry (Chapter 4):
Baker, Alan. Brown Rabbit's Shape Book. New York: Larousse,
Kingfisher & Cambers, 1994.
Brown Rabbit receives a mysterious package. He looks through
the various shaped containers until he discovers what is inside.
Carle, Eric. My First Book of Shapes. New York: Thomas
Crowell, 1994.
Geometric shapes are shown and children are asked to associate
them with everyday items.
 Page 254
Grover, Max. Circles and Squares Everywhere. San Diego, CA:
Browndeer Press/Harcourt, Brace, 1996.
Welcome to the world of circles and squares. This picture book
shows the use of these shapes in tires, trucks, windows,
smokestacks, and boats. Max says, ''There are circles and squares
everywhere!"
Hoban, Tana. Circles, Triangles, and Squares. New York:
Macmillan, 1974.
A study of geometric shapes in the world around us.
Hoban, Tana. Round and Round and Round. New York:
Greenwillow Books division of William Morrow and Company,
1988.
This book, with no written text, is a series of silhouettes arranged
in groups. Children identify the items and tell what they have in
common.
Problem Solving and Reasoning (Chapter 5):
Anno, Mitsumasa. Anno's Math Games. New York: Philomel
Books, 1991.
Games and math challenges for a range of ages and abilities.
Aruego, Jose, and Ariane Dewey. We Hide, You Seek. New York:
Greenwillow Books/William Morrow, 1997.
A clumsy rhino is talked into a game of hide and seek. His
clumsiness allows him to startle the animals into revealing
themselves from their camouflaged hiding places.
Hoban, Tana. 26 Letters and 99 Cents. New York: Greenwillow
Books division of William Morrow and Company, 1987.
(Pocketful of Change, Easier Variation see Chapter 2 listing.)
Hutchins, Pat. Rosie's Walk. New York: Macmillan, 1968.
Rosie the hen goes for a walk. As she strolls through the
barnyard, she is unaware of a fox following her. She has several
narrow escapes, but the fox isn't so lucky! (Build a Network:
Advanced Variation)
Leighton, Ralph, and Carl Feyman, How To Count Sheep Without
Falling Asleep. New York: Prentice Hall, 1976.
This book teaches the history of numbers through entertaining
illustrations. It suggests that the need for numbers arose because
caveman needed a way to count their sheep.
Oaks, Bill, and Suse MacDonald. Puzzlers. New York: Dial
Books for Young Readers/Penguin Books, 1989.
A book filled with special animals that are made up of numbers.
The numbers are bulging wide, stretching tall, tumbling down,
and lined up back to back. How many numbers can you find?
Reid, Margaret. The Button Box. New York: Dutton Children's
Books/Penguin Books, 1990.
A child who loves to play with his grandmother's box of buttons
sorts them into groups based on their attributes.
 Page 255
Computer Software:
Countdown from Voyager, 578 Broadway, Suite 406, New York,
NY 10012, (212) 431-5199 (Mac/Windows)
Early Math (for ages 36) from Bright Star Technology,
Inc./Sierra On-line, Inc., P.O. Box 53250, Bellevue, WA 98015-
3250 (Mac/Windows)
Kid Pix from Broderbund, P.O. Box 6125, Novato, CA 94948-
6125, (800) 474-8840 (Mac/Windows)
Mathosaurus (grades K, 1 & 2) from Micrograms Software, 1404
N. Main Street, Rockford, IL 61103, (800) 338-4726
(Mac/Windows)
Millie's Math House (ages 25) from Edmark, 6727 185th Ave.
NE, Redmond, WA 98073-3218, (800) 691-2985 (Mac/Windows)
Treasure Math Storm (ages 59) from The Learning Company, 1
Athenaeum Street, Cambridge, MA 02142, (800) 852-2255
(Mac/Windows)
Trudy's Time and Place House (for ages 3-6) from Edmark, 6727
185th Ave. NE, Redmond, WA 98073-3218, (800) 691-2985
(Mac/Windows)
 Page 256

Appendix C: Selected Sources for Parents and Teachers

Books:
Baratta-Lorton, Mary. Workjobs for Parents. Menlo Park, CA:
Addison-Wesley, 1975 (ISBN 0-201-04303-3).
Charlesworth, Rosalind. Experiences in Math for Young
Children, Third Edition. Albany, NY: Delmar Publishers, 1996
(ISBN 0-8273-7226-4).
Foster, David, and James Overholt. Indoor Action Games for
Elementary Children. Englewood Cliffs, NJ: Parker
Publishing/Prentice Hall, 1989 (ISBN 0-13-459124-0).
Gestwicki, Carol. The Essentials of Early Education. Albany,
NY: Delmar Publishers, 1997 (ISBN 0-8273-7282-5).
Overholt, James. Math Wise: Hands-on Activities and
Investigations for Elementary Students. Englewood Cliffs, NJ:
Center for Applied Research in Education/Prentice Hall, 1995
(ISBN 0-87628-555-8).
Magazines:
Association for Childhood Education International. Childhood
Education: Infancy through Early Adolescence (6 issues per
year). 17904 Georgia Avenue #215, Olney, MD 20832 (ISSN
0009-4056).
National Association for the Education of Young Children. Young
Children (8 issues per year). 1509 16th Street, Washington, D.C.
20036-1426 (ISSN 0044-0728).
National Council of Teachers of Mathematics. Teaching Children
Mathematics (8 issues per year). 1906 Association Drive, Reston,
VA 20191-1593 (ISSN 1073-5836).
Scholastic, Inc. Early Childhood Today (8 issues per year). 2931
McCarthy St., P.O. Box 3710, Jefferson City, MO 65102-3710
(ISSN 1070-1214).
Video Tapes:
National Council of Teachers of Mathematics. Reaching Higher:
A Problem Solving Approach to Elementary School Mathematics
(Video). 1906 Association Drive, Reston, VA 20191 (ISBN 0-
87353-304-6).
Richardson, Kathy. A Look at Children's Thinking-Beginning
Number Concepts (Video I) and Number Combinations and
Place Value (Video II). Educational Enrichment, Inc., P.O. Box
1524, 770 W. Rock Creek Rd., Norman, OK 73070.
Wilmot, Barbara. Making Math Meaningful (Videos I-IV).
Meridian Education Corporation, 236 E. Front Street,
Bloomington, IL 61701 (ISBN 1-56191-173-9).
 Page 257
Internet Sites:
Helping Your Child Learn Math (activities for ages 5 through 13)
<http://www.ed.gov/pubs/parents/Math/index.html>
Let's Do Math!
<http://www.ed.gov/pubs/parents/LearnPtnrs/math.html>
Road Map To The World Wide Web (Mathematics)
<http://www.thejournal.com/roadmap/math.html>
The Math Forum
<http://forum.swarthmore.edu/>
Eric Clearinghouse On Early Childhood & Elementary Education
<http://ericps.crc.uiuc.edu/ericeece.html>
Fun & Useful Sites For Kids
<http://forum.swarthmore.edu/~steve/steve/edkids.html>
Score Mathematics (K-4 Resources)
<http://www.kings.k12.ca.us/math/k.4.html>
What Should be Learned in Kindergarten?
<http://www.aspensys.com/eric/kinderga.html>
A Guide to Helping Your Child Understand Mathematics
<http://www.eduplace.com/math/res/parentbk/index.html>
Helping Your Child Reach the New Standards in Mathematics,
Science, and Technology
<http://dimacs.rutgers.edu/nj_math_coalition/pguide/pguide.html>
Teachers Helping Teachers
<http://www.pacificnet.net/~mandel/index.html>
Mega Mathematics
<http://www.cs.uidaho.edu/~casey931/mega-math/>
The Counting Game
<http://home.earthlink.net/~cmalumphy/countinggame.html>
Natural Math: Book-on-the-Web
<http://www.naturalmath.com/>
National Association for the Education of Young Children
<http://www.naeyc.org/>
Delmar Publishers: Early Childhood, Elementary & Special
Education
<http://www.delmar.com/catalog/educate_index.html>
 Page 258

Appendix D: Recommended Developmental Experiences

Young children acquire math concepts and skills in stages. They
gain understanding over time and at varying rates. They benefit
from manipulating materials and exploring situations in a variety
of ways. For example, early number skills, such as learning
phone numbers and addresses, begin in the preschool years and
help to prepare children for more complex mathematical skills
such as addition and subtraction.
Informal math experiences occur daily in the world of young
children. As they interact with a variety of materials and
situations, children begin to understand the world around them
and its relationship to mathematics. Parents and teachers can
enhance their children's learning by providing good hands-on
and visual-concept and skill-based experiences such as the
following.
Matching:
Can the child find things that are identical in some way such as
two identical buttons on a shirt? The ability to discriminate is
critical to the development of skills in and beyond math; it also
includes prereading skills when there is a need to discriminate
between letters such as b and d or m and w.
Grouping:
Can the child group items that are not identical but that do have a
common relationship? For example, a box of buttons might be
regrouped into various colors; ones with two holes or four holes;
those that are plastic or wooden; and/or a grouping of those that
are identical. When children sort and group objects, they increase
observation skills; they look for likenesses, differences, and
common relationships. Activities involving grouping and
regrouping help with understanding how different things can go
together and encourages flexibility and creativity in thinking.
Patterning:
Can the child recognize a repeating sequence of numbers, letters,
colors, shapes, sounds? For example, a line of construction paper
shapes might be arranged as circle, square, star, circle, square,
star, and so forth. Seeing and reproducing patterns helps children
see relationships between and among things. The simplest activity
of this type is for a child to identify a pattern. The next step is to
copy the pattern. Success in these two areas leads to the more
difficult activity of creating a pattern for someone else to copy.
Patterning can then be extended in a variety of ways: physical
movements (hop, hop, jump), clapping games (1 clap, 2 claps, 1
clap) and stories with recurring words or phrases (The House
That Jack Built).