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# S C H O O L

S P A R K S
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Fun Math
For Youn¸ Learners
by Renee Abramovitz
You are your child's tirst and most
important teacher. Learn tun and easy
ease with basic math concepts.

S C H O O L
S P A R K S

Gone are the days of teachlng math to young chlldren through rote memorlzatlon
and borlng drllls. Today, chlldren learn math concepts through games, engaglng
worksheets and fun actlvltles. Thls e-book wlll revlew slmple ways to help your
young chlld learn lmportant early math skllls and lncludes 38 fun worksheets ln a
varlety of math-related areas to help accelerate your chlld's learnlng.
In this e-book:
Make math fun for your chiId
Number recognition is the pIace to start
Help your chlld learn the name and formatlon of each number, plus the amount
that each number represents.

7here's more to counting than just 1, 2, 3
Understandlng the lmportance of sklp countlng and "countlng onª allows chlldren
to count comfortably and confldently.

7he importance of patterns
The ablllty to recognlze and create patterns enhances problem-solvlng skllls and
helps chlldren make predlctlons.

S C H O O L
S P A R K S

7he roIe of sorting and cIassifying
8elng able to ldentlfy and label a group based on a speclflc characterlstlc ls a crltlcal
thlnklng sklll.

Introducing graphs to young chiIdren
Help your chlld organlze and lnterpret data uslng plctographs and bar graphs.

Free math worksheets
ª 20ll www.schoolsparks.com

Numoet 7toc|nç wotlsheets. |s lt a 6 or a 9! Learn how to wrlte each number.

Votch|nç Numoets 7o Amounts wotlsheets. Once your chlld knows the
amount each number represents, countlng becomes fun.

ºCount|nç Onº wotlsheets. "Countlng onª allows qulck and accurate countlng.

lottetn lJent|l|cot|on onJ Cteot|on wotlsheets. Thls fundamental early math
concept helps chlldren develop strong reasonlng skllls.

5ott|nç onJ Closs|ly|nç wotlsheets. Strengthen your chlld's ablllty to organlze
hls world.

8ot Ctoµh onJ l|ctoçtoµh wotlsheets. Graphs allow chlldren to record
lnformatlon ln a fun, easy-to-read way.
S C H O O L
S P A R K S

www.schooIsparks.com ls a free webslte wlth tlps and resources to help your chlld
start school prepared to succeed. There are hundreds of kindergarten worksheets,
and new worksheets are added weekly. The webslte also offers lnformatlon on the 8
developmental areas that are crltlcal to success ln school, lncludlng tlps for helplng
your chlld develop necessary skllls ln each area. To assess your chlld's readlness to
begln school, there ls a kindergarten readiness test. At the concluslon of the
assessment, you wlll recelve customlzed feedback about your chlld's exlstlng skllls ln
each of the 8 developmental areas, plus actlvlty suggestlons to help your chlld
accelerate sklll development. Lastly, a weekly bIog covers varlous toplcs related to
early chlldhood educatlon, llke "Tlps Por Teachlng ¥our Chlld The Proper Pencll Grlpª
and "Teachlng Chlldren To Count.ª
Renee Abramovitz retlred from teachlng ln 2008 to become, as she llkes to say, a
"full-tlme grandma.ª Penee worked ln preschool and klndergarten classrooms
durlng her entlre teachlng career and ls passlonate about helplng young chlldren
succeed ln school. Although retlred, she en[oys contlnulng to work wlth young
chlldren on school readlness actlvltles and belleves that when chlldren start school
wlth a solld foundatlon of skllls, they are polsed to begln a lastlng cycle of academlc
success. Penee has three grown chlldren and four young grandchlldren. She and
her husband recently celebrated 40 years of marrlage and llve ln Columbus, Ohlo.
S C H O O L
S P A R K S

|nltlally, numbers are slmply words that your chlld hears. He knows that he ls three
or four years old, for example, or that grandma ls comlng to vlslt ln seven days.
However, to work wlth numbers, a chlld must be able to recognlze the numerlcal
symbol for each number and understand the amount that each number represents.
Learn the name and formation of each number. 8egln by asklng your chlld to
count from one to ten. As he counts aloud, wrlte the numbers on a blank sheet of
paper. when your chlld reaches ten, ask hlm to go back and count agaln, thls tlme
polntlng to the correspondlng number on your sheet of paper as he says lts name
aloud. Once your chlld ls able to correctly ldentlfy every number, he ls ready to
learn how to properly wrlte each one.
Number recognition is the pIace to start
The easlest way to teach your chlld how to correctly wrlte each number ls wlth
number traclng worksheets, whlch are lncluded as pages l6 - 25 of thls e-book.
These worksheets provlde dashed-llne models for your chlld to trace over as well as
detalled deplctlons showlng the proper formatlon of each number.
Correctly identityin¸ each number allows children to teel
contident and successtul with math.
S C H O O L
S P A R K S

Learn the amount that each number represents. Once your chlld ls famlllar wlth
the name and formatlon of the numbers one through ten, lntroduce hlm to the
amount that each number represents.
8egln by wrltlng each number on an lndex card and ask your chlld to put the cards
ln numerlcal order. Then, gather a small plle of ltems such as beans or buttons and,
for each number card, ask hlm to count out the correspondlng amount of ltems and
place them ln a small cup next to the approprlate number card. After he has
correctly counted out ltems for each number card, conslder scrambllng the cups
and challenglng your chlld to put them back ln order by recountlng the number of
ltems ln each cup.
The worksheets on pages 26 - 29 of thls e-book wlll further challenge your chlld's
knowledge of the amount each number represents.
Lnderstandin¸ the amount each number represents
is a cornerstone ot any
early childhood education math pro¸ram.
S C H O O L
S P A R K S

The ablllty to count comfortably ls a baslc math sklll chlldren should have when
beglnnlng school. 8ut there ls more to countlng than slmply beglnnlng at one and
recltlng the numbers.
Counting on. Countlng on ls the ablllty to contlnue countlng from any number, as
opposed to restartlng at one each tlme. Countlng on ls an lmportant sklll when
addlng groups of ltems. Por example, lf you glve a chlld slx blocks and then add two
blocks, he can be more efflclent by contlnulng to count on from slx lnstead of
startlng agaln at one and recountlng the flrst slx blocks before countlng the
addltlonal two blocks. As your chlld beglns countlng lncreaslngly large numbers of
ltems, countlng on becomes crltlcal for accuracy and efflclency.
The worksheets on pages 30 - 35 of thls e-book wlll glve your chlld valuable practlce
countlng on.
7here's more to counting than just 1, 2, 3
The ability to count on is an essential precursor to
more complex math lessons such as addition.
S C H O O L
S P A R K S

Skip counting. The flrst sklp countlng chlldren learn ls countlng by l0s from l0 to
l00. A prlntable l00s chart ls a wonderful tool to teach countlng by l0s and to
lntroduce the general ldea of sklp countlng.
Uslng thls chart, show your chlld how the numbers ln the rlght-hand column go
from l0 to l00. Lxplaln that countlng by l0s means "sklpplngª the other numbers
ln the row and [umplng to the next llne. (A l00s chart ls lncluded as page 36 of thls
e-book.)
Once your chlld ls comfortable countlng by l0s to l00, lntroduce sklp countlng by
2s. 8egln by asklng your chlld to say aloud the number two and then to thlnk the
next number (three) ln hls head, before saylng aloud the followlng number (four). |f
your chlld struggles wlth thls actlvlty, suggest that he mouth the sklpped number or
polnt to lt on a number llne wlthout saylng lt aloud as he sklps lt. wlth tlme, he wlll
become comfortable saylng the sklpped number sllently ln hls head or sklp
countlng from memory.
S C H O O L
S P A R K S

A pattern ls any serles that repeats at least twlce. Por example, a pattern of beads
on. Or an actlvlty pattern mlght be: eat breakfast, get dressed, brush teeth, go to
school, eat breakfast, get dressed, brush teeth, go to school. Pattern ldentlflcatlon
and creatlon ls a crltlcal part of all preschool or klndergarten math currlcula.
Understandlng patterns allows chlldren to make predlctlons. Por example, lf a chlld
knows that hls coat must be hung up after comlng lndoors, he can accurately
predlct the expected behavlor and wlll hang up hls coat after walklng lnto a frlend's
house. Thls understandlng ellmlnates the need for chlldren to contlnuously learn
through trlal and error, slnce they wlll be able to take knowledge from one sltuatlon
and apply lt to another sltuatlon.
Understandlng patterns also helps chlldren avold belng constantly surprlsed. wlth
a famlllar routlne of brush teeth, put on pa[amas, read a story, and go to bed, for
example, a chlld wlll be able to antlclpate what comes next and move seamlessly
through the evenlng wlthout belng surprlsed when hls parents announce that lt ls
tlme to put on pa[amas.
7he importance of patterns
S C H O O L
S P A R K S

ßegin with the Aß pattern. The most baslc pattern ls the A8 pattern. |n thls
pattern, there are only two ltems and they repeat one after the other, such as red
block, blue block, red block, blue block.
Ask your chiId, "What comes next!" when your chlld ls able to ldentlfy a pattern,
challenge hlm to contlnue the pattern by asklng hlm, "what comes next!ª when he
can accurately extend the A8 pattern by at least one repetltlon, lntroduce more
compllcated patterns such as AA8, A88, A8C, and A8CD. Lach tlme you set up a
new pattern by creatlng two or more repetltlons, ask your chlld to ldentlfy the
pattern. Then, ask your chlld, "what comes next!ª and encourage hlm to contlnue
the pattern.
The pattern worksheets on pages 37 - 42 of thls e-book wlll challenge your chlld's
knowledge of patterns and help accelerate hls understandlng of thls lmportant
math concept.
The ability to identity complex patterns
allows children to successtully make predictions
and anticipate what comes next.
S C H O O L
S P A R K S

Sortlng and classlfylng requlre chlldren to organlze ltems lnto groups based on a
common characterlstlc such as slze, color, shape, texture, or flavor and also explaln
how the ltems are grouped. Sortlng and classlfylng are skllls that a chlld wlll use ln
all areas of hls llfe at home and ln school as he puts away art materlals, organlzes
clothes, arranges a locker, or emptles the dlshwasher, for example.
Dne of these things is not Iike the others. Start by lntroduclng a group of four
ltems to your chlld ln whlch all ltems but one share a common characterlstlc. Por
example, you could llne up three of your shoes and one of your chlld's shoes and
ask hlm whlch ltem does not belong wlth the others. Once your chlld has plcked
the one that does not belong, ask hlm to explaln why the other three ltems go
together.
HighIight one characteristic in a Iarge group of items. Once your chlld ls famlllar
wlth the baslc concept of grouplng ltems together based on a common
characterlstlc, glve your chlld a large group of two ltems that dlffer ln only one key
attrlbute. Por example, you can use a bowl of two cereals that have dlfferent colors
but the same shape (Klx and Cocoa Puffs or Prult Loops and Apple 1acks) and dlrect
hlm to sort the pleces accordlng to the color.
7he roIe of sorting and cIassifying
S C H O O L
S P A R K S

Introduce more characteristics. when your chlld ls comfortable sortlng ob[ects
based on an obvlous characterlstlc, challenge hlm to sort a more dlverse group of
ltems that dlffer ln more than one way. wlth a larger group of ltems, your chlld wlll
need to make a declslon about whlch characterlstlc to use to deflne the groups.
Por lnstance, you could have a group of blocks ln two dlfferent slzes and two
dlfferent colors. ¥our chlld wlll need to declde whether color or slze wlll be the
determlnlng factor when sortlng the ltems lnto two groups. 8uttons are great for
thls purpose slnce they have two or four holes, come ln a varlety of colors, can be
made of wood, metal or plastlc, and can be square, clrcular or oblong. Also, buttons
are lnexpenslve and sold ln bulk at most craft or fabrlc stores.
when your chlld has flnlshed sortlng all the ltems, conslder asklng hlm to re-sort the
same group of ltems ln a dlfferent way. Por example, lf he lnltlally sorted the ltems
by slze, he could sort by color or texture when sortlng the same ltems a second
tlme.
\$uccesstul sortin¸ requires caretul observation ot
small details and precise or¸anization.
S C H O O L
S P A R K S

Incorporate sorting into everyday activities. Lveryday actlvltles present
wonderful opportunltles for sortlng. As you fold laundry, ask your chlld to sort hls
clean clothes lnto three plles: shlrts, pants, and underwear. Or, when cleanlng up at
the end of the day, ask hlm to sort hls toys lnto two blns based on a partlcular
characterlstlc such as nolsy toys ln one bln and qulet toys ln another or rolllng toys
(vehlcles and balls) ln one bln and non-rolllng toys (stuffed anlmals and puzzles) ln
another.
The sortlng worksheets on pages 43 - 48 of thls e-book wlll challenge your chlld to
sort based on a deflned characterlstlc and to sort based on a classlflcatlon system of
hls own chooslng.
Introducing graphs to young chiIdren
Graphlng ls a sklll that develops from a chlld's natural curloslty about how to
compare the amounts ln dlfferent groups. Once chlldren are able to sort and
categorlze ob[ects lnto groups, graphlng provldes a vlsual way to organlze the
sorted ltems, keep track of the number of ltems ln each group, and make slmple
observatlons about whlch group has more or less ltems than the other groups.
S C H O O L
S P A R K S

8ar graphs are slmple graphs that allow for a vlsual comparlson of the number of
ltems ln two or more dlfferent groups. 8ar graphs typlcally have one column for
each group belng tracked wlth numbers along the left slde of the grld to lndlcate
the amount. |n each column, one marked square represents one counted ltem.
ßegin with pictographs. Plctographs are a type of bar graph that use actual
plctures to represent data. Plctographs are a nlce lntroductlon to graphlng because
your chlld can slmply paste each plcture ln the correct column and then make
observatlons and comparlsons based on the helght of the dlfferent columns on the
page.
ßring out the bar graphs. Once your chlld ls famlllar wlth plctographs and
understands how thls type of graph can be helpful ln organlzlng, countlng, and
comparlng dlfferent groups of ltems, teach hlm how to create and read a tradltlonal
bar graph.
S C H O O L
S P A R K S

As your chlld reads a bar graph, ask questlons that encourage hlm to compare the
amounts ln each group wlth the words "more than,ª "less than,ª and "equal to.ª
Although belng able to count the number of ltems ln each group ls lmportant, lt ls
equally lmportant that your chlld be able to dlscuss the groups relatlve to each
other and understand how the graph shows, at a glance, whlch group has the most,
whlch group has the least, and lf any groups are equal.
£ncourage poII-taking. A fun way for your chlld to solldlfy hls knowledge of
graphs ls by creatlng hls own polls and tracklng the answers he recelves on a graph.
To help your chlld begln, conslder suggestlng a questlon that has a ¥LS or NO
response, such as "Do you llke cold weather!ª Thls wlll create the baslc two-column
graph. As your chlld becomes lncreaslngly comfortable wlth creatlng and
dlscusslng graphs, encourage hlm to ask a poll questlon that has four, flve or slx
Lngaglng plctograph and bar graph worksheets, lncludlng a blank bar graph
template for poll-taklng, are lncluded as pages 49 - 53 of thls e-book.
The terms ¨more than," ¨less than," and ¨equal to"
allow children to express themselves clearly.
MATH/NUMBER
AWARENESS
7racing the number 0: Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: A 0 ls slmllar to an uppercase letter O except that lt ls an oval shape lnstead of a round clrcle.
Lncourage your chlld to draw a "sklnny letter Oª to get the perfect shape.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number : Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: Dlrect your chlld to slmply draw a stralght ertlcal llne from the top wrltlng gulde llne to the
bottom. he challenge ls ln malng the llne as ertlcal as posslble, so lt does not slant to one slde.
hy eep the fun all to yourself lease feel free to share thls worsheet wlth frlends.
www.schoolspars.com, so please dont post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number : Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: Have your chlld begln wrltlng [ust under the top llne so he can create a full curve at the top. when
he reaches the bottom llne, have hlm pause before changlng dlrectlon and addlng the horlzontal "foot."
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number : Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: After drawlng the top cure, remlnd your chlld to pause brlefly before changlng dlrectlon. hen,
challenge your chlld to draw a second cure that ls ldentlcal to the flrst one he already drew.
hy eep the fun all to yourself lease feel free to share thls worsheet wlth frlends.
www.schoolspars.com, so please dont post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number : Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: rltlng thls number wlll reulre your chlld to llft hls pencll mldway through. Pemlnd your chlld
that the second stroke should cut through the flrst leavlng a llttle tall on the horlzontal llne.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number : Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: Dlrect your chlld to "make a hat, then a neck, then a fat, round bellyª to make the perfect 5. Pepeat
those dlrectlons as he wrltes to help hlm stay on track.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number : Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: Pemlnd your chlld that the "bellyª of the 6 ls at the bottom. So have hlm begln at the top of the
page and then curve around to the rlght as he nears the bottom to create the proper shape.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number 7: Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: A 7 ls two stralght llnes connected by a sharp polnt. Pemlnd your chlld to pause brlefly after
drawlng the horlzontal llne and then qulckly change dlrectlon to make the vertlcal, slanted llne.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number 8: Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: Lnsure your chlld can wrlte the letter S before lntroduclng thls number. Then show hlm how to
wrlte an S, then wlthout llftlng hls pencll, complete both small clrcles.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
7racing the number 9: Dlrect your chlld to hold the pencll flrmly
between hls thumb and lndex flnger, restlng lt on hls mlddle flnger.
Arrows lndlcate the proper and easlest constructlon of the number.
7ip for parents: Chlldren llke to thlnk of thls letter as a bat hlttlng a ball. Pemlnd your chlld to begln wlth hls pencll
[ust under the top llne to get a nlce round clrcle before addlng the stralght llne.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
MATH/NUMBER
AWARENESS
Identifying matching numbers and amounts: Clrcle each
number or group of plctures that corresponds to the number
7ip for parents: |nvest ln some lnexpenslve large blns to make lt easler for chlldren to take responslblllty for
cleanlng up after playtlme. when they can easlly put ltems away, they wlll be more lncllned to help clean up.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
4
5
MATH/NUMBER
AWARENESS
Identifying matching numbers and amounts: Clrcle each
number or group of plctures that corresponds to the number
7ip for parents: Ask your chlld speclflc questlons about hls day, such as: "what book dld the teacher read!ª or
"what dld you play on the playground today!ª Unspeclflc questlons usually get unspeclflc answers.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.

MATH/NUMBER
AWARENESS
Counting and matching to numbers: Count the ltems on each
row and clrcle the correspondlng number. Ask your chlld to use
one-to-one correspondence, touchlng each plcture whlle countlng.
7ip for parents: A computer keyboard ls a great way for your chlld to practlce numbers. Lncourage your chlld to
type hls favorlte numbers, saylng aloud the number as he types.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
3
4 3 5
3 4
MATH/NUMBER
AWARENESS
Counting and matching to numbers: Count the ltems on each
row and clrcle the correspondlng number. Ask your chlld to use
one-to-one correspondence, touchlng each plcture whlle countlng.
7ip for parents: A tlmer ls a great, lmpartlal way to gle chlldren "een turnsª wlth a speclal toy. Also, tlmers
present a lsual remlnder to the waltlng chlld that hls turn wlll come soon.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
8 7 9
9 8 0
6 7 8
MATH/NUMBER
AWARENESS
Counting one to ten: Ask your chlld to begln countlng by startlng
wlth the flrst number ln each row. Have hlm clrcle the correct
number and connect lt wlth the other numbers ln the row.
7ip for parents: when glvlng your chlld blte-slzed snacks, let your chlld grab a handful and ask hlm to count each
one to see how many he grabbed.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
2 3 4 5
6
8
4 5 6 7
9
8
7
5
8
6 9 10
MATH/NUMBER
AWARENESS
Counting one to ten: Ask your chlld to begln countlng by startlng
wlth the flrst number ln each row. Have hlm clrcle the correct
number and connect lt wlth the other numbers ln the row.
7ip for parents: Count out loud to 20 whlle your chlld brushes hls teeth. He'll be llstenlng because he wlll want to
know when he can stop brushlng!
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3 4 5 6
7
8
5 6 7 8
7
9
3
6
4
5
2
1
MATH/NUMBER
AWARENESS
FiIIing in the issing nuers: Ask your chlld to begln countlng
wlth the flrst number ln each row. when he reaches an empty box,
ask hlm to wrlte ln the mlsslng number.
7ip for parents: wrlte the numbers l through 20 on small lndex cards and shuffle the cards. Ask your chlld to place
them ln the correct order from left to rlght.
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4 5 6
3 4 5 6 8 9
5 6 8 9
6 0
MATH/NUMBER
AWARENESS
FiIIing in the missing numbers: Ask your chlld to begln countlng
wlth the flrst number ln each row. when he reaches an empty box,
ask hlm to wrlte ln the mlsslng number.
7ip for parents: Help your chlld practlce countlng down from 20 to 0. Say the numbers wlth hlm and clap once for
each number you say.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
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5 6 7 8 9
7 5 6
8 9 4
4 7 8 9
MATH/NUMBER
AWARENESS
Counting to Ask your chlld to begln countlng wlth the flrst
number ln the grld. when he reaches a blank llne, ask hlm to wrlte
ln the mlsslng number and then contlnue countlng.
7i for parents: Gle your chlld two bowls of beans, cereal puffs or another small food. Have hlm guess whlch bowl
has more and then count the contents of both bowls to see lf he was correct.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
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__
__
21
11
1
46
36
26
__
__
42
32
22
12
__
47
__
__
__
7
43
__
__
__
3
__
38
28
18
8
__
34
24
__
__
49
39
__
19
9
45
35
__
15
5
__
__
30
20
__
MATH/NUMBER
AWARENESS
Counting to 100: Ask your chlld to begln countlng wlth the flrst
number ln the grld. when he reaches a blank llne, ask hlm to wrlte
ln the mlsslng number and then contlnue countlng.
7ip for parents: wrlte l0 random, non-sequentlal numbers on note cards. Ask your chlld to arrange the cards ln
order from the smallest number to the largest number.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
ª www.schoolsparks.com, so please don't post on another webslte or dlstrlbute commerclally.
91
__
71
61
51
__
31
21
11
1
92
82
72
__
52
42
32
22
__
2
93
83
73
63
__
43
33
23
13
__
94
84
__
64
54
44
34
__
14
4
95
__
75
65
55
45
__
25
15
5
__
86
76
66
56
46
36
__
16
6
97
87
77
67
__
47
37
27
17
__
98
88
78
__
58
48
38
28
__
8
__
89
79
69
59
__
39
29
19
9
100
90
__
70
60
50
__
30
20
10
MATH/NUMBER
AWARENESS
100s chart: Use thls chart to lntroduce your chlld to the numbers l
through l00. Lncourage your chlld to polnt to each number as he
counts aloud.
7ip for parents: Use a l00s chart for more than countlng to l00. Use the rlght-hand column to count by l0s, clrcle
every 5th number to count by 5s, or polnt to a random number and ask your chlld to say the next three numbers.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
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91
1
71
61
51
41
31
21
11
1
92
2
72
62
52
42
32
22
12
2
93
3
73
63
53
43
33
23
13
3
94
4
74
64
54
44
34
24
14
4
95
5
75
65
55
45
35
25
15
5
96
6
76
66
56
46
36
26
16
6
97
7
77
67
57
47
37
27
17
7
9

7
6
5
4
3
2
1

99
9
79
69
59
49
39
29
19
9
100
90
0
70
60
50
40
30
20
10
MATH/NUMBER
AWARENESS
CompIeting basic patterns: Cut out the shapes at the bottom of
the page. Then dlrect your chlld to complete each pattern by
pastlng the correct shape ln each blank space.
7ip for parents: Create a pattern when you are taklng a walk wlth your chlld, such as "Step, step, hop, step, step,
hop.ª Say the pattern aloud as you move.
why keep the fun all to yourself! Please feel free to share thls worksheet wlth frlends.
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MATH/NUMBER
AWARENESS
CompIeting basic patterns: Cut out the shapes at the bottom of
the page. Then dlrect your chlld to complete each pattern by
pastlng the correct shape ln each blank space.
7ip for parents: when eatlng dlnner, eat your food ln a speclflc order and challenge your chlld to ldentlfy the
pattern. Por example, carrot, carrot, noodle, carrot, carrot, noodle.
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MATH/NUMBER
AWARENESS
CompIeting basic patterns: Cut out the shapes at the bottom of
the page. Then dlrect your chlld to complete each pattern by
pastlng the correct shape ln each blank space.
7ip for parents: when you notlce your chlld ls maklng repetltlve movements , ldentlfy the pattern and say lt aloud.
Por example, when your chlld ls bounclng a ball, polnt out the "bounce, catch, bounce, catchª pattern.
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MATH/NUMBER
AWARENESS
Identifying patterns: Look at the pattern ln each row and flll ln
the mlsslng shape. Older chlldren can draw the mlsslng shape
whlle younger ones can say aloud what shape or color comes next.
7ip for parents: Practlce creatlng patterns wlth small pleces of snack food such as cereal, ralslns, and grapes.
Knowlng they get to eat the snack at the end always helps to engage chlldren ln an actlvlty.
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MATH/NUMBER
AWARENESS
Identifying patterns: Look at the pattern ln each row and flll ln
the mlsslng shape. Older chlldren can draw the mlsslng shape
whlle younger ones can say aloud what shape or color comes next.
7ip for parents: f your chlld selects answers from across dlfferent rows lnstead of worklng on one row at a tlme,
fold the ottom of the page up so lt covers all ut the row you are worklng on.
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www.schoolsparks.com, so please dont post on another weslte or dlstrlute commerclally.
MATH/NUMBER
AWARENESS
Identifying patterns: Look at the pattern ln each row and flll ln
the mlsslng shape. Older chlldren can draw the mlsslng shape
whlle younger ones can say aloud what shape or color comes next.
7ip for parents: Get your chlld's permlsslon before sharlng hls completed work wlth others. Most chlldren love to
show others what they have done, but you emphaslze the fact that lt ls hls work by asklng flrst.
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MATH/NUMBER
AWARENESS
CIassifying pictures: Lach row has a common theme. Ask your
chlld to dlscuss hls observatlons about the plctures ln each row and
clrcle the one that does not belong wlth the other two.
7ip for parents: when your chlld bullds wlth blocks, wrlte labels such as door, floor, and garage on post-lt notes
and encourage hlm to label hls bulldlng.
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MATH/NUMBER
AWARENESS
CIassifying pictures: Lach row has a common theme. Ask your
chlld to dlscuss hls observatlons about the plctures ln each row and
clrcle the one that does not belong wlth the other two.
7ip for parents: Make a personallzed "Match Gameª by prlntlng doubles of famlly plctures. Put 3 or 4 sets of
matchlng cards face-down on the table and begln playlng.
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7ip for parents: After gettlng dressed, encourage your chlld to touch all the clothlng on hls body that have a certaln
color ln them.
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MATH/NUMBER
AWARENESS
CIassifying pictures: Lach row has a common theme. Ask your
chlld to dlscuss hls observatlons about the plctures ln each row and
clrcle the one that does not belong wlth the other two.
7ip for parents: when gettlng dressed ln the mornlng, explaln to your chlld what crlterla you look for when
selectlng clothes that match. |tems wlth the same color! The same shape! The same slze!
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MATH/NUMBER
AWARENESS
CIassifying pictures: Lach row has a common theme. Ask your
chlld to dlscuss hls observatlons about the plctures ln each row and
clrcle the one that does not belong wlth the other two.
MATH/NUMBER
AWARENESS
Sorting into 2 groups: Ask your chlld to sort the plctures lnto 2
groups based on the characterlstlc at the top of each column.
Lncourage hlm to dlscuss how he ls classlfylng each plcture.
7ip for parents: Glve your chlld a stack of l0 books and ask hlm to sort them. He can sort by paperback or hardback,
gender of the maln character, presence of anlmals ln the story, or any other classlflcatlon scheme he wants.
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`·.·
`'¸¸·.
MATH/NUMBER
AWARENESS
Sorting into groups and cIassifying: Ask your chlld to sort the
plctures lnto two groups and classlfy each group. He may sort by
color, shape, or other theme and need not use all plctures.
7ip for parents: Lncourage your chlld to talk about each plcture before selectlng a sortlng method. 8y talklng, he
may reallze the common characterlstlcs among some ltems, such as whlch are frults or whlch are breakfast foods.
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All ol |hoso pic|uros . All ol |hoso pic|uros .
MATH/NUMBER
AWARENESS
ßIank bar graph tempIate: Lncourage your chlld to create a bar
graph by taklng a poll or by countlng ltems found around the
home. Dlrect hlm to thlnk of a questlon and posslble answers.
7ip for parents: |f your chlld struggles to thlnk of a survey questlon, suggest one based on what he llkes. Por
example, lf your chlld loves cereal, encourage hlm to ask others what thelr favorlte breakfast food ls.
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lodoy's quosllon.
6
7
l
2
3
4
5
8
9
l0
MATH/NUMBER
AWARENESS
Creating pictographs: Cut the plctures below and ask your chlld
to paste each ln the rlght place on the grld to create a plctograph.
Lncourage hlm to use the words "moreª and "lessª to compare.
7ip for parents: when puttlng away your chlld's laundry, encourage hlm to make observatlons about hls clothlng.
Por example, ask hlm to compare how many blue shlrts and red shlrts he has uslng the words "moreª or "less.ª
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l
2
3
4
lhoro oro __________ scrows lhon sows.
lhoro oro __________ sows lhon scrows.
MATH/NUMBER
AWARENESS
Creating pictographs: Cut the plctures below and ask your chlld
to paste each ln the rlght place on the grld to create a plctograph.
Lncourage hlm to use the words "moreª and "lessª to compare.
7ip for parents: Transform your shopplng llst lnto a plctograph and then let your chlld hold the graph at the store
and remlnd you how many of each ltem to buy. Por example, you could buy 2 [ulces, 6 bananas, and 3 yogurts.
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l
2
3
4
5
lhoro oro __________ plgs lhon shoop.
lhoro oro __________ lurkoys lhon gool.
MATH/NUMBER
AWARENESS
Reading bar graphs: Dlrect your chlld to read the bar graph by
countlng how many of each ltem there are. Then ask hlm to wrlte
that number ln the box below the plcture.
7ip for parents: Polnt out speed llmlt slgns as you drlve wlth your chlld. Lxplaln how a 20 MPH llmlt means you
need to go slower than a 65 MPH llmlt, for example, slnce 20 ls less that 65.
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6
7
l
2
3
4
5
8
9
l0
lhoro oro __________ orongos lhon opplos.
lhoro oro __________ poors lhon gropos.
lhoro oro __________ wolormolons lhon lomons.
lho numbor ol lomons ls __________ lho numbor ol opplos.
MATH/NUMBER
AWARENESS
Creating bar graphs: Have your chlld count each set of ltems ln
the box and complete the bar graph by colorlng ln that number of
squares. Ask hlm to use the words "moreª and "lessª to compare.
7ip for parents: Put dlfferent amounts of the same snack ln two dlfferent cups and ask your chlld whlch cup he
wants. He wlll need to count the pleces ln each cup to determlne whlch has more.
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l
2
3
4
5
lhoro oro __________ bolls lhon vlollns.
lhoro oro __________ xylophonos lhon horns.
lho numbor ol bolls ls __________ lho numbor ol horns.