¥\ilk Lid Ma

You will be surprised at the variety of math activities that can be achieved utilizing this free manipulative.

Milk Lid Math

Start saving those milk jug lids because there are countless math activities that you can do in your classroom using this free manipulative. Here are just a few ideas.

1) Sort the lids by various attributes such as:

a) Color

b) Snap-on or Twist-on

c) Label or No Label

d) Kind of edge (smooth or rough)

2) Make a pattern using two different colors of lids.

a) Identify the pattern using letters of the alphabet or numbers. The pattern below would be an A, A, B pattern or e I, 1, 2 pattern.

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red

red blue

red

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blue

b) Now ask the students to use more than two colors to make a pattern.

c) Once more, have the students identify the pattern using alphabet letters or numbers.

3) Let the students grab one handful oflids.

a) Ask the students to count the lids.

b) See if the students can write that number.

4) On file cards draw the symbol> on one side and a = on the opposite side. Give cne file card to each student. Now have the students grab two handfuls of lids and piace them intotwo piles on their desk. Have the students count the lids in each pile and compare the two

numbers,

a) Which is more?

b) Which is less?

c) Have the students correctly place the> file card between the two piles of milk lids. (The card becomes < by turning it upside down.)

Hint: Have the child draw two dots by the greater number and one dot by the least number. Connect the dots, and the greater than or less than sign will always be correct!

Example: 8: '6 After connecting the dots, this becomes 8 > 6.

2

5) Using lids of the same color, ask the students to count out six lids. Have the students

organize the lids into two separate sets.

a) How many different sets can be made using just six lids?

b) Ask the students to record the different combinations on paper.

c) To practice a variety of fact families, repeat this activity using a different number of lids.

6) Ask the students to estimate the number oflids it would take to go across their desk top if the lids were laid out flat end-to-end.

a) Now have the students find the actual number by positioning the lids flat on their desk end-to-end.

b) Find other objects in the room to measure with the lids.

c) Remember to have the students estimate first!

7) Work on the concept of fractions using the milk lids.

a) What fractional part of these four lids is blue?

b) What fractional part of these four lids is not blue?

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8) Probability - Place two blue lids, one green lid, and one red lid into a paper sack. Have the students predict which color the teacher will get when s/he pulls one lid from the bag without looking. Now actually remove a lid from the bag. Ask the students, "Was your prediction correct?"

Put the lid back into the bag, and have the students make a second prediction. Remove another lid, and again ask, "'\".vas your prediction right?" Ask the students to elaborate on why they believe their prediction was right or wrong.

a) Repeat this activity at least ten times to arrive at a conclusion.

b) Divide the students into groups of two to carry out this activity. Have each pair record their results.

c) Compare the results of each group to arrive at a whole class conclusion.

d) Change the number of lids as well as the colors placed in. the sack. Repeat the activity.

e) Introduce ratios. What ratio of the lids is blue? Green? Red?

3

9) With a permanent marker, write the numerals 0-9 as well as the signs of the four math

operations on the inside of 14 lids. Make sure the lids are all the same color.

a) Ask the students to arrange the lids from greatest to least or least to greatest.

b) Arrange the lids to make equations such as: 4 + 3 = 7, 5 - 2 = 3

c) Tum all of the number lids over so the numbers cannot be seen. Select two lids and flip them over. Decide which number is greater and which number is less. Practice using the symbols < and > .

d) Tum over all of the number lids so the numbers cannot be seen. Pick one lid, tum it over, and identify what number comes before and after the number on the lid.

e) Tum all of the number lids upside down so the numbers cannot be seen. Select two lids, turn them over, and name what number comes between these two numbers.

f) Tum all of the number lids upside down so the numbers are hidden. Select one lid, tum it over, and then identify the number that is one more or one less than that number.

g) Flip all of the number lids over so the numbers are out of sight. Choose one lid, tum it over, and decide if that number is even or odd.

h) Turn all of the number lids upside down so the numbers are hidden. Pick out one lid, turn it over, and then write the number word.

i) Flip over all of the number lids so the numbers are not showing. Choose one lid and turn it over. Try to count backwards from that number.

j) Place all of the lids upside down so the numbers cannot be seen. Choose one lid, turn it over, and skip count by that number as far as you can by that number.

10) Decide on a money value for each color of lid. (Example: Red lids are worth a nickel, blue lids are worth a dime, and white lids are worth a penny.) Put all of the lids into a bag and have the students draw out four lids. Have the students add up the total value of these four lids.

a) Use play money (coins) to have the students show the value of the lids.

b) Have the students practice writing money as either a part of a dollar or as cents.

c) Another idea is to have the students find all the combinations of lids that would equal a nickel or a dime or a quarter.

11) Using gram weights and a balance scale, weigh one lid.

a) Find out if the mass is different for different colored lids.

b) Find the mass of five lids, ten lids, etc.

12) Since the lids are circles, measure the diameter of the lid.

a) If you know the diameter, what is the radius of the lid?

b) Find the area of the lid.

e) Find the circumference of the lid.

4

13) Estimate how far a milk lid can roll across the floor.

a) Do this investigation five times and determine the average length of the five rolls.

b) Practice using the metric system as well as the English system of measurement.

14) Use the lids to make a bar graph.

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Red

Green

Blue

5

Note~

This unit is meant for children over the age of four. Most activities require close adult supervision.

Art

Button Collage

Supply the children with buttons, construction paper and tacky glue and let them make button collages.

Buttons on Socks

Have the children create a sock puppet by plating buttons on a colorful sock with tacky glue.

Button Bracelet

Place a piece of masking tape around the child's wrist, sticky side out, and loose enough to be comfortable. Let the chlld place buttons on the tape.

Button Picture Frame

You will need six popsicle sticks, tacky glue, buttons, two small magnets, construction paper and a picture of the child. Then you

• make a frame with four popsicle sticks. Lay two stick parallel to one another (stick 1 and 2) then complete the from with sticks 3 • 'and 4. Then to make the picture stay In you will need to add stick 5 and 6 on the top and bottom of the frame. So you have sticks 3 I . and 4 (the sides) with a stick on the top In front, top in back, bottom in front and bottom in back. Follow? Connect these sticks with. \ glue. When dry have the children decorate these sticks with paint. Let that dry. Then let tile children glue buttons on the frame. Let.

that dry. Cut a piece of paper to fit the back of the frame. Glue that on. CUt the picture to fit in the frame, and insert the picture.

Then glue the magnets at the top and bottom of the back of the frame. Viola .. an awesome gift.

Button Prints

Use tacky glue to attach a variety of buttons to the bottom of empty film canisters. When dry, show the children how to use these ! as stamps.

You can use paint or non-toxic ink pads.

Button Necldace or Bracelet

Supply the·children with string and buttons to make a necklace or bracelet.

Button Balloons

\ Supply the children with buttons, blue construction paper and tacky glue. Let them glue a few buttons on their paper. Ask them to :

tum the buttons into balloons by adding string. .

Button Bugs

Supply the children with buttons, construction paper and tacky glue. Let them glue a few buttons on their paper. They can turn these buttons into many different bugs by drawing legs, wings and antennae.

Button Flowers

Supply the children with buttons, green construction paper and tacky glue. let them glue a few buttons QrI thelr parer. Have the children turn the buttons into flowers by drawing stems and leaves on the buttons.

Button Headbands

Measure your child's head, and cut a piece of construction paper long enough to create a headband. Glue the paper together 50 the : headband fits snugly on your cllild's head but is loose enough to take off easily. Let the child glue buttons on the headband with tacky glue. Be sure the glue is completely dry before wearing.

Button Rubbings

Glue some buttons onto card stock with tacky glue. After the glue has dried, have the children place this paper under their paper and tub over It with a crayon.

--- ... ---.-. ---

Sticker Art

For a very simple art project, supply the children with 11 piece of paper and button stickers. For younger children this provides an excellent fine motor activity.

I Tom Paper Clothes

, Have the children tear pieces of paper to form a shirt and glue them onto 11 piece of paper. Then have the children glue buttons on .

: the shirt.

Button and Yam Art

Have the children glue some buttons onto card stock with tacky glue. After the glue is dry, supply the children with yam to intertwine around the buttons to form an interesting shape. (Kind of like a spider web.)

Buttons and Play Doh

Supply the children with buttons and play doh.

Games, Math and Science

Who Stole the Button Chant

Oass: Who stole the Button from the Button Jar?

Teacher: (Ann) stole the Button from the Button Jar?

Ann: Who me? Class: Yes you!

Ann: Couldn't be! oass: Then who?

Ann: (Tommy) stole the button from the button jar?

Tommy: Who me?

Class; Yes you!

Tommy: Couldn't be!

Oass: Then who? [Repeat]

Button Sort

Have the children sort the buttons by size or color.

Basket Game

Supply the children with five baskets and buttons. Place a piece of paper with a number on it in each basket and instruct the children to place that many buttons in the basket. If the basket says "5" place five buttons In the basket

Button Balance

Supply the. children with plastic buttons and. a balance to play with.

Buttons in the sand and Water Table

Supply the children with hundreds of buttons in the sand and water table.

: What is in the Egg?

; Place different number of buttons inside plastic eggs. Have the children shake the eggs and try to guess how many are inside. Open

up the eggs

Mystery Can

Send a large coffee can home with a child. Send a letter with the can similar to this:

Dear parents:

This month we are going to be playing a game called "Mystery can" 1 am sending the can home with your child. Please help your i child find something to place inside the can that had buttons on it and retum it tomorrow with three dues written on a piece of paper. The children will try to guess what it is and the first person to guess correctly will take home the can.

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SAME AND DIFFERENT

Copy and cut apart a set of Same and Different Cards (pages 7-8). Laminate the cards for durability. Have children study each card and identify the button that does not belong in each group. Encourage them to explain their answer (verbally or in writing) and describe how the rest of the buttons are similar. To make the activity self-correcting, make two copies of the button cards, circle the different button on one set, pair a blank button set with an answer set, and laminate them, backs together.

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Give each child a small plastic tub of various buttons. Invite children to sort the buttons in any way that makes sense to them. Then, have them describe their groups to you, and check the groups for consistency (e.g., if they have sorted by shape, be sure that all the buttons in the circle group are circles). Rnally, take a photo of their groups, and have them dictate or write a description of their groups, or invite the class to identify the rule. Post the photos with the descriptions on a bulletin board titled What's My Rule?

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BUTTON ATTRIBUTES

Copy the Venn Diagram (page 9) on an overhead transparency, and make a copy for each pair of children. Give each pair a handful of buttons and a Venn Diagram. Display the transparency, and label each circle with an , attribute. Model how to use the diagram by placing buttons that have each attribute in the appropriate circle. Place buttons that have both attributes in the intersection of the two circles. Then, have pairs take turns placing one of their buttons in the correct section of the diagram.

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An Emergent Reader from www.huqbardscupboardorg

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1262. Button Unit

Presentation on Buttons For Math Integrated Unit - Primary Grades --by Paulie Schenkelberg

1. Corduroy by Don Freeman (Read to class first.) ISBN 0 14050.173 8

Synopsis: A stuffed bear waits hopefully in a department store for someone to buy him. A little girl and her Mom pass by him and Mom says she will not buy the bear for her daughter because he has a button missing. Later, the girl returns with her own money and buys him, takes him home and sews a new button on him. She tells him she likes him "just the way he is but he will

. be more comfortable with his shoulder strap fastened." (This introduces the children to topic of buttons.)

2. Chart with kids: (make laminated chart with these words and it can be reused.)

"What do you know about buttons?"

It What would you like to know? "

When finished with unit , you can add:

It What we learned."

3. Sort animal buttons (bought at Lakeshore Learning Store - 2 pkgs, "Animal face Buttons by Roylco): by type of animals only to get students familiar with sorting. Don't worry about any other attribute. Make a "real graph" (using the actual pieces) with a partner. (K) Then make a graph using an X in each row - row-using, make an X and place animal back in container. Compare graphs with other buddy groups in room by teacher asking questions such as, Who has

the most (insert animal name) of all? or Who has an even amount of animals on their

graph? or (name of student) How many more than do you have? or

Add the and the and tell me what you get.

4. Read Buttons, Buttons by CTP --written by Rozanne Lanczak Williams ISBN 0-916119-31-9

(This introduces attributes.)

5. * Read from Frog and Toad Are Friends, "The Lost Button." ISBN 0-06-444020-6

(also have a tape that could be used or used later in listening center with buttons for activity.)

* Flannel board with K each time they found a button. Use felt buttons of attribute in story.

*With 1st and 2nd, you could actually have the types of buttons that they found and Toad's real button. Have each pair of students locate the button talked about in the story.

-you could ask for sequence of events and list

- you could ask if there is a pattem in sequence when looking for lost button. (every other button found, is found by Frog.) ... skip counting

-compare the ones found and the attributes for Toad's missing button.

6. Could decorate Toad's coat FOR ART PROJECT (enlarge pictures of Frog and Toad -Literature Notes - Frank Schaefer publications ISBN 0-86734-2 I 2-9 ) with found buttons for gift to Frog.

black - 2 holes - big - square - thin - K could be given laminated paper buttons with Velcro on back and could stick to Velcro places on Frog's new jacket OR older students could locate a button that is from the button can that fits each description.

7. Now that students are familiar with attributes: (You will have to get your own sets of buttons that are like my heart buttons.)

Heart button activity. (black and white hearts, up to 4 sizes of heart buttons and flat and beveled fronts) If you want to go to extremes, you could sort them by the round or squareness of hole on back of hearts. (One team of teachers did at math Institute.) Spokesman from each groups explains how they made their groups. (Many correct answers)

8. Choose a button and write about it on the frog and toad paper. (This is a xeroxed copy of a picture of Toad and Frog with lined paper from the Frank Schaffer publication listed above.)

9. Add button to seal button groups by drawing. The seal xerox has different groupings of buttons balanced on their noses (by holes, and other attributes.) This is a picture of seals balancing buttons of a certain attribute on their noses - you add more. Sorry, but I can't remember where I got this from. A teacher could easily make up herlhis own.)

10. Guess the number of buttons on my sweatshirt for a prize. I have a sweatshirt with yohos sewed on it and a button in the center of each arranged in the shape of a big heart. It was too hot to wear in July when I did this presentation so I hung it up and told them to take note of it at beginning of class. Then I removed it from their sight and let them guess how many buttons for an estimation jar prize full ofbuttons! Even if they happened to count all the yohos, one button was missing so it gave them a challenge because it was displayed for so short a time.

11. The Frank Schaffer publication listed above also provides activities to do with buttons for first or second graders: There is a template of Frog and Toad writing paper and you could do many things using it. Another one has you complete the sentence to describe the button you have in your hand given you by the teacher. Another is a template to write a friendly letter - could be thank you letters pretending you are Toad.

12. There is a book called The Button Box by Margarette S. Reid ISBN 0-14-055495-5 ~ Good tie in with Literature and math. The last page has the story of buttons so ties in with Social StudieslHistory also.

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13. Read Monster Math Picnic by Grace Maccarone ISBN 0-590-37127-4 Use the idea of the story for addition and subtraction problems - use buttons to represent the monsters.

14. Play the game of "NIM" using buttons. I used 9 large flat buttons for the game I made in college. These are the directions for the game - print them out and add 9 buttons in an envelope and you have a good game for 2 people. Kids could make their own and have to play (with a neighbor) in a baggie in their desks when they are finished with their work and have "nothing to do."

NIM

For 2 players.

Set up this activity in the following way: Put 9 buttons in 4 rows -- 3 in each of the two bottom rows and 2 in the second row and 1 in the top row. It will look like this:

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Take turns removing (by sliding) buttons using these rules:

*You may take buttons from one row only during each turn and that row may not be on the diagonal.

"Y ou may take all or part of a row but you must take at least one button during your turn.

*The player that takes the last button is the winner.

* All buttons must be taken by sliding them away - you cannot take the center button ifthere are buttons surrounding it.

See if you can develop a strategy for winning every time.

15. Place value Game:

This is another game I devised in college. You will need cardboard that is about a foot square -at least two but if for whole center to use, you would want to make 5 Place Value boards. Use marking pen to divide them into three sections vertically. About one inch from the top draw a line across each board. It is in this space at the top, you will glue one button representing each among: ones, tens, and hundreds In my activity, I used a small purple button for the ones, a medium pink button for the tens and a large blue button for the hundreds. I also have a container

that has many more of each ot these sizes and colors of buttons in three compartments. I have 4 activities for this garneboard - one for each of adding, subtracting, multiplying and dividing. BUT, this can be used for which ever the student is studying. I cal the boards "chip trading boards." The first one is for addition and I will explain it. The rest of the math activities can be played in a similar fashion depending on whether you are adding, subtracting, multiplying or dividing.

Addition game:

Use a spinner - spin two times and add the two numbers. Take that many points represented by buttons from the container and place in appropriate place on chip trading board. If you spin a total of 9 or less for your first tum, take that many buttons and place them on the chip trading board in the ones column. It is then the 2nd person's tum. Let's pretend that they spin 12 total. They get 12 ones but they can trade it in for one ten and two ones. When they have opportunities to trade buttons in for a higher button they get another tum. So player number two takes another turn. Lets say they got a total of7. They look at their board and see what they have: 2 +7 in the ones column makes only 9 so they cannot trade any more. Their tum is over. Back to player one and the play continues with each player trying to get the most (or 300 points) in the hundreds place of course! (Or the tens or whatever is decided upon.)

16. Floor Puzzle by "Learn to Read" called "Buttons Buttons" -- students will learn color words, classification and math skills besides making a puzzle. It has 27 large pieces. (CTP 4204)An activity Guide is included.

17. Use two colors of buttons to play Tic Tac Toe.

18. Play: Button Button Whose Got the Button?

19. Have large container of buttons mixed sizes: estimate how many non standard scoops will fit in a different size container to fill it up.

20. Measure the length of something with buttons that are the same size. Ex.: my footprint is 17 black buttons long.

21, Tie a piece of yam together and make a circle and fill with buttons flat on table or floor; count. Then make yam string into a triangle shape and repeat. Then make it into a square and repeat. Then make it into a rectangle and repeat. Compare the random number of buttons in each. Graph. Graph by using jars of equal size and looking at how full they are filled by each shape.

22. Could also measure the perimeter of them using buttons of random sizes.

23. Use buttons to form numbers (and ABC's).

24. Graph people wearing things with buttons and those without.

25. Use different size and colors of buttons to count the number of days in school. Small ones for ones in snack baggie, medium ones for 10's in different snack baggie. Large ones for 100's in 3rd snack baggie.

26. Graph letters in first name using buttons for each letter. Do by self and also as a whole group project.

27. Arrange 5 or more buttons in order by size.

28. Use a Venn diagram to sort buttons by color, size and number of holes.

29. Weigh a measurement of buttons of small, medium and large buttons. Notice the difference in weight of each size.

30. Using 10 buttons of two colors (5 each) make a die having 2 sides one color and 4 sides the other. Discover which side would roll ten of their color first. Do this 3 times. Is there any difference?

31. Use buttons to add or subtract or to make doubles. (See story above about monsters.)

32. Develop vocabulary: big/medium/small; more than/less than; shape, color, size, number, thick/thin - same/different.

33. Graph by any attribute.

34. Do any number of these activities in centers that rotate. Compare through discussion after three centers completed by all. (Things to do: estimate number of buttons in container - dump out and count - graph according to at least one attribute. )

35. Use buttons for Bingo markers for Math facts. (or any curricula)

36. Place 5 buttons of two colors in a bag and record with tally marks which color came out -- do this 10 times.

37. Make a place value game with different activities (see one described above for sample

38. Use a button puzzle to help students learn attributes. (Information above)

36. Write in a Math Journal about a problem the class solved using buttons - illustrate,

37. Write a story using numbers of things doing something. Ex.: The sign said there are three bears living in the zoo. I see only two bears. One bear is hiding in the cave. (use buttons for objects to represent whatever you are writing about.

38. Sing button songs -- piggyback songs about buttons are fine. Could sing"Who Stole the Button From the Button Can?" -- a take off of the famous cookie one.

39. One to one correspondence using two colors, or sizes of buttons

40. Empty the container of buttons by rolling dice and taking that many out each time. Older students could write/record what happened each time.

41. Design a quilt using different amounts of buttons in each square - this could use paper buttons.

42. Lace big plastic buttons for fine motor skills.

43. Play Mancala after making your own games - sponsor a tournament. Directions below:

****************************************************************************** ***************************

Mancala

Place 4 similar buttons in each bowl of the egg carton - does not matter what color is where. Do not put anything in the end Mancalas. Place the game between two players with the Mancalas at the left and right of players. Each player "own" the Mancala to the right ofthem and the 6 bowls of buttons closest to them. Player one starts by scooping up all the buttons from one of the bowls on their own side. The player drops one button in each bowl going to his or her light continuing around the Mancala board including their own Mancala but not opponents Mancala. They will be adding buttons to opponents bowls at times tho. Any time a player puts his/her LAST button into their own Mancala during their turn, they get to have another turn. If a player has an empty bowl on their side and places their last button in that empty bowl, they get to take any buttons in their opponents bowl directly opposite where they just landed. Players take turns moving. Play until one person runs out of buttons on their side - not including the Mancala. The object is not to go out first but to have the most buttons in your Mancala.When one side has all their buttons gone, the remaining person gets to place all the remaining buttons left in their bowl into their Mancala. Then the buttons are counted from each Mancala and the one with the most buttons wins the game. It is not always best to go out first. HINT: Think about how you can place your last button each turn in the Mancala so you can have another turn.

****************************************************************************** ***************************

I made home made Mancala games with my 2nd graders a couple years ago. Everyone brought an egg carton. I provided two styrofoam cups - like the size ice cream comes in for each and they tied the cup to each end of their egg carton while it was open and with yam in a knot. This made the game board. Each child needs 48 buttons in sets of 4 for each of the 12 "holes" in the egg carton. When not playing the buttons were kept together in a small snack baggie inside the carton. The carton was closed with the lid down and placed in a clear plastic bag I got donated from the store bakery where they make French bread -- long bags. Twist a tie on it and Mancala game can be stored in desks for rainy days or a class tournament,

PBS MA THLlNE® ESMP - Button, Button: Activity Sheet

----------_-------------------

This is a set of

There are

-----------------------

buttons in this set.

This is a set of _

There are _

buttons in this set.

PBS MA TNUNE® ESMP - Button, Button: Activity Sheet

This is a set of

There are

----------------------

buttons in this set.

This is a set of _

There are _

buttons in this set.

PBS MA THLlNE® ESMP - Button, Bution; Activity Sheet

Button Attribute Game

Materials: Buttons with different attributes: color, size, holes, materials, shanks, and shapes. Playing cards with name of attributes on them.

Directions:

1. Each child chooses five buttons from the pile of buttons in the middle of the playing area.

2.

area with the extra buttons.

card and then collects all the buttons from

the other players that match the attribute on

the card they drew.

4. Each player (that lost a button) then chooses a

button from the pile._

5. Play continues in like manner. The second player choose a card from the playing cards and collects all buttons from the other players that match the attribute on the card that helshe chose.

6. Each player then_draws another bu~~on from the pl~e in ~ne middle of the playing area~

I. Play con~inues until one player has a maiority of t_hR h11i-_t_ons_

wooden Two-holed
Four-holed Red
Yellow Black
White Pink
Blue Thick Thin Shiny
Dull Rough
Oval Small
Large Shank
Plastic Metar Square

Round

Novelty

Smooth

's

---------------------------------------------------------------

Counting Book

Laurie Patsalides- for personal or classroom use only

Laurie Patsalides- for personal or classroom use only

Laurie Patsalides- for personal or classroom use only

Laurie Patsalides- for personal or classroom use only

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Laurie Patsalides- for personal or classroom use only

Laurie Patsolkies- for personal or classroom use only

o

Laurie Patsalides- for personal or classroom use only

taurie Patsalides- for personal or classroom use only

o

Laurie Patsalides- for personal or classroom use only

o

Laurie Patsalides- for persona' or classroom use only

______ counts ....

Laurie PatsaJides- for personal or classroom use only

Developmentally Appropriate Math Sequences (preK-K)

MAl: Can Explore with Materials

Observing the colors, shapes, sizes, textures and other attributes of materials, as well as recognizing the naming the properties of discrete and continuous materials. Discrete materials are those that can be counting, such as blocks or cookies. Continuous materials are those that can be measured, such as water or sand.

Future applications: Sorting and classifying: identifying attributes

Problem solving and logical thinking: understanding and identifying attributes.

Sample Activity:

Water Exploration

Allow the children to explore the attributes of water, ice and snow in a water table or tub. Place different types and sizes of containers for exploration. Ask the children how many cups of water it would take to fill a certain container. Place different utensils in the center, such as slotted spoons, hand beaters, colanders, etc.

Block Exploration

Allow the children to explore with different types of manipulatives. When the child has been allowed to explore with the item, she is ready to listen when the teacher is teaching a skill using the items. She is ready for a new challenge.

MA2: Recognizes Spatial Relationships

Distinguishing objects by telling where they are in the space with knowledge of direction and position. "Do you mean the one in front or the one in backt"

Future applications: Problem solving and logical thinking: Understanding direction and position.

Patterning: Understanding direction and position. Ordering: Arranging materials in specific order.

Geometry: Identifying plane (flat) and three-dimensional shapes.

Sample Activity:

Obstacle Course

Create an obstacle course inside the classroom or outside on the playground.

Make sure that in the obstacle course there are opportunities for the children to work on positional words. The course should take the children over things, under, on top of. beside, in front of, etc. Have the observing children check to see if the child on the

course made the correct positional connection with each part of the course (example:

"Did he go over the balance beam?").

MA3: Classifies and Sorts by Attributes

Sorting and grouping objects based on the likenesses and differences of attributes.

Future application: Patterning: Arranging objects based on likenesses and differences.

Ordering: Making comparisons.

Place value: Identifying ones, tens and hundreds. Geometry: Identifying plane and three-dimensional figures. Numeration: Identifying odd and even numbers.

Fractions: Identifying whole numbers and fractional parts.

Sample Activity:

Magnet Sort

Allow the children to classify items with a magnet. Place several items on a tray making sure that some of the items will be picked up by the magnet. Let the children determine which items stick to the magnet and which items do not.

Color Sort

Sorting and recognizing colors of different items is a great way to support this

skill.

MA4: Creates Patterns by Extending and Comparing

Recognizing, copying, extending and creating the repetition of specific items.

Future applications: Numeration: Counting, skip counting.

Multiplication: Recognizing patterns of increasing numbers, such as 3xl=3, 3x2=6, etc.

Counting: Adding on.

Algebra: Repetition in equations.

Sample Activity:

1. Block Patterns

The block center is a good place to work on repeating patterns. Help the children create repeating AB patterns (such as: red, blue, red, blue, etc.) using blocks. Begin with using two colors of blocks or two sizes of blocks. Create several repetitions with the

blocks and then ask the children what would come next in the pattern. Connecting blocks would be a good way for the pattern to hold together for picking up and observing.

MAS: Shows One-to One Correspondence and Recognizes the Manyness of Sets

Understanding one-to-one relationships while counting items. Matching objects to determine the size of a set (greater than, less than, equal to, etc.).

Future applications: Graphing: Interpreting data.

Geometry: Moving coordinates across an axis. Numeration: Plotting positive and negative numbers on a number line.

Sample Activity:

Home to School Board

The Home to School Board is a great way to show children that they belong to a special group at school. Create two posters, one the shape of a school and the other the shape of a home. Attach Velcro strips to each poster. Take individual pictures of the children in the class. Attach Velcro to the back of each picture. When the children arrive at school, have them move their picture onto the "School" board (they are at school). When they leave school for the day, have each child move his/her picture to the "Home" board. Point out the one-to-one correspondence of having one picture for each child. Count the children and then count the pictures. Compare sets by asking, "Are there more children at school or at home?" This is also a great attendance record since the absent children's pictures will still be on the "Home" board during school.

MA6: Understanding Ordering

Organizing materials and information in a specific order based on relationship. Order implies specific patterns (such as, the number s 0-9 or days of the week). Sequence implies what comes next.

Future Applications: Fractions: Comparing fractional parts.

Geometry: Comparing similar figures. Measurement: Comparing objects.

Problem solving: Sequencing steps in story problems.

Sample Activity:

2. The Three Bears

Tell the story of the three bears. Provide flannel board figures for the language or reading center, if possible. Point out that Goldilocks goes from the smallest to the largest with each item. Have the children retell the story in the reading center, emphasizing the

smallest to largest concept. The Three Billy Goats Gruff could also be used from this activity.

A1A 7: Demonstrates Understanding and Recognition of Numerals 0-9

Understanding the "manyness" of a number and assigning a numeral (symbolic representation) to that number. Understanding that the symbol "5" means five objects. **Do not confuse with the ability to rote count.

Future Applications: Life skills.

Sample Activity:

Number Bags

The children should have had lots of practice in counting objects during the oneto-one correspondence section. Now they are ready to attach the numeral symbol to the counted objects. A good way to do this is with number bags. Using a permanent marker, draw a line vertically down the middle of a large ziplock bag. Write a number at the top of the line, such as a large "5." Provide a tray ofmanipulatives and have the children practice counting five items and placing them in the bag. As the children become familiar with this activity, the teacher can begin to orally set up addition and subtraction scenarios. When a child brings the bag to the teacher, the adult can manipulate three items on one side of the line and two on the other side. The teacher will ask, "How many items are in the bag?" and "It looks like if we place two items and three items in the bag they will equal 5."

MA8: Recognizes and Manipulates Basic Shapes

Recognizing geometric figures and their attributes (a child should have thorough knowledge of numeration prior to being asked to identify attributes, such as, "How many sides to this shape?").

Future Applications: Geometry: Identifying plane and three dimensional shapes.

Trigonometry: Understanding the relationship between sides and angles of triangles.

Sample Activity:

Rectangle Blocks

Send the children to the block center to find rectangle blocks. Rectangle is the shape that occurs in the block center very often. As the children find rectangles, place them on the floor or table and talk about the attributes that make it a rectangle (two longer sides and two shorter sides; etc.) and how different each of the rectangles can also appear to be when you have different types of blocks.

.MA9: Understands the Concept o(Measurement

Identifying an attribute of an object in tenus of a standard unit. Children can begin to measure with nonstandard or arbitrary units to build the concept of measuring. For example, "How many paper clips long is the book?" or "How many containers of water will fill the bucket?"

Future Applications: Geometry: Comparing similar figures.

Trigonometry: Measuring sides and angles of triangles. Problem Solving: Estimating making comparisons.

Sample Activity:

How Tall is My Outline?

Trace the outline of a child on a piece oflarge butcher paper. Using large blocks, have other children lay blocks on the outline and count how many blocks are needed to measure the length of the child. The class could also see how many blocks it would take to fill in the entire outline.

Advanced Skills

Place Value

In order for children to understand numerals beyond 9, they must understand place value. Our numeration system is a base 10 system (probably because we have 10 fingers).

Fractions

Understanding that a whole can be divided into parts.

Time and Monev

Understanding that time can be measured in units (seconds, minutes, hours, days, months, etc.) and money can also be measured in units (penny, nickel, etc.).

• Arrange the cords in order from the smallest number to the largest number.

• Arrange the cards in order from the largest number to the smallest number.

• Show only the set of dots (covering the numerals with your index fingers) and ask your child to name the set.

• Sort the cards info two groups:

(I.e., numbers less than 51 numbers greater than 5, even /odd numbers.)

• Two people can ploy this game. Each person draws a card from the stack and says the number. The player with the largest number gets both cards. Ploy continues until one person has all the cards.

• Play the game again only this time the person with the smaIJest number gets both cards. Play until one person has aU the cards.

• Place the cards in a paper sock. Have your child draw out a card.

Ask them to say that number and one of the following: the number that comes after

the number that comes before

two more than that number

the number that is one Jess

the number that is one more that number doubled

Repeat by drawing out a different card, but using the same question each trme. When they understand that concept, chang~ to a new question.

• Play concenfration. Turn olf cords face down. Take turns turning 2 cards face up. If they are a match, you get another turn. If they do not match turn the cords face down again··but remember what th~ numbers were!

• Draw two cards and add the numbers together or subtract the 2 numbers.

• Put a handful of beans in the middle of the playing area. Draw a card.

Take that number of beans from the plle in the middle. The second player does the same. Ploy continues until one player has 25 beans. Decide on the number of beans to be collected before play begins. Target numbers can be from 20 to 50.

Cut :?<

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1 I

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One button

Two buttons

Red bu iiofLS

Blue bu -lions

Little but-l:ons

Big i; i-l:ons

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Bear butions

Pig buttons

Square buttons

Round huttons

Losi buitons

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Found i; -lions

Bell!! buttons

_'

o: ® NATIONAL COUNCIL OF

NCTM TEACHERS OF MATHEMATICS

What Is Important in Early Childhood Mathematics?

A Position of the National Council of Teachers of Mathematics

Question

Why is mathematics important for early childhood learners?

NCTM Position

The National Council of Teachers of Mathematics affirms that a high-quality, challenging, and accessible mathematics education provides early childhood learners with a vital foundation for future understanding of mathematics. Young children in every setting should experience effective, research-based curricula and teaching practices. Such practices in turn require policies, organizational support, and resources that enable teachers to do this challenging andimportant work.

Increasing numbers of young children are in settings where they can encounter mathematics in experiences that build on one another, expanding early understanding sequentially, in developmentally appropriate ways. Research on children's learning in the first six years of life validates the importance of early experiences in mathematics for lasting positive outcomes. A growing body of research also supports curricular resources for early mathematics. Teacher preparation programs, education agencies, policymakers, and other partners must commit resources and mobilize to support teachers and collaborate in developing effective early childhood mathematics programs.

In a high-quality mathematics program for early childhood learners, teachers and caregivers can enhance children's natural interest in mathematics and their instinct to use it to organize and make sense of their world. Mathematical experiences for young children should take advantage of familiar contexts, building on relationships within families, linguistic and cultural backgrounds, and the informal knowledge of early learners. Mathematics curricula and teaching practices should rest on a solid understanding of both mathematics and the development of young children.

Teaching practices should strengthen young children's problem-solving and reasoning abilities in experiences that are both informal and involve more formal; prepared materials. Teachers should connect ideas within mathematics as well as with other subjects, and they should encourage children to communicate, explaining their thinking as they interact with important mathematics in deep and sustained ways. Finally, early childhood educators should actively introduce mathematical concepts, methods, and language through a range of appropriate experiences and teaching strategies. These should be monitored by observation and other informal evaluations to ensure that instructional decisions are based on each child's mathematical needs.

Teacher education programs should give attention to the mathematics component of early childhood programs, and continuing professional development opportunities should support high-quality mathematics education. The development of institutional policies that promote teachers' mathematical learning, teamwork, and planning can provide the necessary resources to overcome the classroom, community, institutional, and systemwide barriers to young children's mathematical proficiency, Such initiatives will ensure the future of young children, who are our next generation of mathematics learners.

September 2007

Great Beginnings

Pre-Number Concepts

Early development of number concepts is critical in developing positive attitudes about mathematics at an early age. Special methods and activities will assist children to develop early numeracy skills.

These methods will need to include the use of motivating and engaging concrete materials that children can manipulate. Young children need to experience a lot of 'doing' and 'saying' before written numerals will make sense to them.

As early as 2 years of age, many children will parrot the words 'one', 'two', 'three', 'four', 'five' etc. However, rarely do they understand that the number refers to an item or a set of items. At this stage, children do not have 'number conservation' or 'number correspondence'.

What are these concepts and how can you help?

Engaging children with a variety of measurement concepts is a great beginning. For instance, children enjoy telling us that they are 'bigger' than their sister or brother or 'taller' than the lamp or that they are 'higher' than the dishwasher. Young children will also think that they have 'more' in their cup simply because their cup is taller. This type of language needs to be promoted and children need parental guidance to help with the misconceptions of these concepts through experimentation. The bathtub is a great starting point, using a variety of plastic cylinders/cups and containers. At this age, perception is the child's guide, they do not have any other strategies to guide them in determining which has more or less, is heavier or lighter etc. A parent or day care provider can provide great learning experiences to assist young chlldrens' misconceptions through play.

Classification is a pre-number concept that children need lots of experimentation and communication with. We classify on a regular basis without even considering what we're actually doing. We look in indexes that are alphabetized or numerically arranged, we purchase groceries in areas of food groups, we classify to sort laundry, we sort our silverware before putting it away. Children can benefit from a variety of classification activities which will also support early numeracy concepts.

Classification Activities

-Use blocks to engaged young children to repeat the patterns ..... blue, green, orange etc.

-Ask young children to sort the silverware or the laundry based on color.

-Use shapes to encourage children to determine what comes next----triangle, square, circle, triangle,

etc.

-Ask children to think of everything they can write with, ride on, that swims, that flies etc.

-Ask children how many items in the living room are square or round or heavy etc.

-Ask them to tell you how many things are made of wood, plastic, metal etc.

-Extend classification activities to include more than one attribute (heavy and small, or square and

smooth etc.)

Before Children Count

Children need to 'match sets' before they will understand 'number conservation' and that counting is actually referring to sets of items. Children are guided by their perceptions and will think that there are more grapefruits than lemons in a pile due to the actual size of the piles. You will need to do one to one matching activities with young children to help them develop conservation of number. The child will move one lemon and you can move the grapefruit. Repeat the process so that the child can see

the number of fruits is the same. These experiences will need to be repeated often in a concrete manner which enables the child to mani pulate the items and become engaged in the process.

More Pre-Number Activities:

Draw a number of circles (faces) and put down a number of buttons for eyes. Ask the child if there are enough eyes for the faces and how they can find out. Repeat this activity for mouths, noses etc.

Speak in terms of more than and less than or as many as and how can we find out.

Use stickers to make patterns on a page or classify them by attributes. Arrange a row of a set number of stickers, arrange a second row with more spaces between the stickers, ask the child if there are the same number of stickers or more or less. Ask how they can find out - DON'T COUNT! Match the stickers one to one.

Arrange items on a tray (toothbrush, comb, spoon etc.) ask the child to look away, rearrange the items to see if they realize the number of items is still the same or if they think it's different.

You will have given young children a great start to Mathematics if you perform the above activity suggestions before introducing them to numbers. It's often difficult to find commercial activities to support classification, one to one matching, number conservation, conservation, as many as/more than/the same as etc. and you will probably need to rely on typical toys and household items. These concepts underlie the important mathematical concepts that children will eventually become involved

in when they begin school .

Grades K-2

What you'll need

• Newspaper, scissors, pencil or crayon, glue, and graph paper

What to do

1. Newspaper numbers. Help your child look for numbers 1 to 100 in the newspaper. Cut the numbers out and glue them in numerical order onto a large piece of paper. For children who cannot count to 100 or recognize numbers that larqe, only collect up to the number they do know. Have your child say the numbers to you and practice counting up to that number.

Or

2. Collect only numbers within a certain range, like the numbers between 20 and 30.

Arrange the numbers on a chart, grouping all the numbers with 2s in them, all the numbers with 5s, and so on.

3. Counting book. Cut out pictures from the newspaper and use them to make a counting book. Page 1 will have one thing on itt page 2 will have 2 things that are alike, page 3 will have 3 things that are alike, and so on. All the things on the each page have to be the same. At the bottom of each paqe, write the number of items on the page and the word for the item. Have your child tell you a story about what is on the page.

The following list provides you with the basic concepts that should be attained by the end of the school year. Mastery of the concepts at the previous grade is assumed.

Number

• Read, print, locate, compare, order, represent, identify numbers to 10 and match numbers af

objects to the numeral.

• Count to 10 frontwards and backwards.

• Understand number conservation - 6 pennies are represented by a 6 etc. up to 10.

• Understand simple adding: If I put one more penny on the pile of 5, I will have 6. etc.

• Recognize coins by pennies and 1 cent up to 25 cents.

MeasUI"ement

Be able to name the days of the week and which one comes next when given a certain day.

• Understand the basics of time - afternoon, evening, morning, weekend etc.

• Identify important times: 8:00 is bedtime, 12:00 is lunch time.

• Measure and compare lengths such as taller than, shorter than.

• [ul Geometry

Describe and identify the basic shapes (squares, triangles, circles, rectangles etc.)

• Describe similarities and differences in the basic shapes.

• Construct pictures using a variety of shapes that resemble houses, cars etc.

• Move shapes in front of, beside, behind, ahead of etc.

Algebra

• Identify simple patterns like checkerboards and determine when the pattern is wrong and why. (All the shapes are yellow except for this green one which doesn't belong because ....

• Make simple patterns - 2 green buttons, 2 red buttons and 2 green buttons.

• Extend simple patterns - AA BB CC AA BB CC etc.

Probability

• Make simple picture graphs e.g., a picture of a girl and a boy followed by a sticker or pencil stroke for everyone in the class.

• Conduct simple surveys and generate 'yes', 'no' questions.

• Use basic grids - Bingo, Tic Tac Toe.

Toddler Games

Toddler games give toddler an amazing package of self-reliance: I play, therefore I grow. Your toddler is learning and growing with each stroke of play. You will find top 10 activities which are tested by my students below.

Kitchen Soccer ---- Ranks No.1 On List of top 10 toddlertested toddler games

What you need

Pack of plastic Wiffle golf balls

Unbreakable container

large plastic laundry basket.

Instruction

Place all the Wiffle balls in the container. Put the laundry basket on its side on the floor, propped up against the wall.( the basket resembles a soccer goal.) Squat down to your toddler's height and give your child a demonstration: Bounce the ball on the floor about 20 inches away from the basket and watch it bounce inside the goal.

Position your toddler 2 to 3 feet away from the basket, and place the container of balls nearby. As you've demonstrated, your child gives each ball a hearty bounce and watches as it bounces into the basket to score a goal. When all the balls have been bounced one by one inside the goal, ask your toddler to gather the balls up, puts them back into the container, and starts over again.

Variation

Set up the laundry basket in the same way as I described above, and now have your child sit on the floor 2 to 3 feet away to roll a small playground ball into basket. So during this game, part of his or her time will be spent rolling the ball, and art of his or her time will be spent retrieving it before sitting back down to roll it again.

For older toddler

Arrange the laundry basket in the same way I described above. Make a "tossing line" on the floor by putting a long piece of painter's tape across the floor a short distance away from the goal (laundry basket). Give your child a container of toddler safe beanbags and challenge him or her to toss each beanbag to the goal.

Hallway bag-ball --- Ranks No.2 On List of top 10 toddlertested toddler games

What you need

Pa per grocery bag

Plastic balls or tennis ball

Instruction

Have your toddler sit on any un-carpeted floor. Fully open the paper grocery bag and place it on the floor on one of its long sides, several yards away from your child. Squat down next to your child and give him or her a play demonstration, such as roll the ball so that it goes inside the paper bag.

Once your children sees how to play, he or she will simply roll the balls and retrieve them from inside the bag. Both parts of the game, hitting the target and retrieving the balls, are equally enjoyable.

Note: Don't use tennis ball for younger toddlers who often put things into their mouth.

Box Ball ---- Ranks No.3 On List of top 10 toddler-tested toddler games

This game is best for older toddler who has no longer eat paper

What you need

Medium size cardboard box

Sheet of colored construction paper or copy paper

Instruction

Place the cardboard box a few feet away from your child.

Ask your child to crumple the colored paper into balls (they will happy to do this), then have them toss the balls into the cardboard box to score a basket, and dump all the paper balls back onto the floor to start all over again.

Variation

For older toddlers, make outdoor box ball for a few minutes of high-energy fun. First, work with your child to make an assortment of paper-balls; then, find an suitable container to act as the catching basket. You hold the container, your child tosses the ball in your direction, then you chase and capture it in your container. For creating more fun, make a tossing line on the lawn with masking tape. Stand back a few feet and toss the ball one by one over the line.

Edible Finger Paint ---- Ranks No.4 On List of top 10 toddlertested toddler games

What you need

Small mixing bowl

Flour

Water

plastic tray

tiny drops of food coloring

Instruction

In a small mixing bowl, stir a small quantity of flour and some warm water together until the substance reaches the consistency of runny pudding. Add a drop of food coloring. Wait until the mixture to cool before your child plays with it.

Position your toddler in her high chair and snap the tray in place. Dump the contents of the goop on the tray and let your child's finger paint to her or his heart's content.

Scarf Magic --- Ranks No.5 On List of top 10 toddler-tested toddler games

What you need

Scissors(for parents use only)

Large, rigid plastic cup with sturdy plastic lid

3 or 4 long, narrow silk scarves

Instruction

Cut a silver dollar size hole in the lid of the large to-go cup. Tie the scarves together end to end (by knotting the corners) to create one humongous, long scarf. stuff the giant scarf into cup, leaving one end of the scarf on top then put the lid on the cup

When your child is ready to play, thread the end of the first scarf through the big hole in the top of the lid. Help your toddler grab the end of the scarf and begin pulling it out the cup, you will need to hold the lid in place while she pulls the long scarf all the way out of the cup.

Your child will delight in the perception that her/ his tugging action seems to make the scarf "grow" right before her or his very eyes.

Pat a cake ---- Ranks No.6 On List of top 10 toddler-tested toddler games

Instruction

patty cake, patty cake, baker's man

clap baby's hands together,

Bake me a cake as fast as you can

Roll it and pat it and make it with a B

Move baby's hands in a circle. clap them together, and write an imaginary B on baby's hands

And put it the oven for baby and me!

Put baby's hands together, move them toward your mouth, and kiss, or pretend to nibble tops of baby's hands

Ride a Wagon ---- Ranks No.7 On List of top 10 toddlertested toddler games

Wagons let your toddler transport lots of things from place to place. Indoors, toddlers can fill up a wagon with toy cars,

trucks, blocks and books. Outdoors, rocks, leaves, dolls, and stuffed animals could be good choices to fill up the wagon.

What you need

Small plastic wagon

Assorted items to haul indoors, such as blocks, books, toys,etc.

Assorted items to haul outdoors, such as leaves, bottles of water, sand,etc

Instruction

Indoors, designate one low, kitchen cupboard to hold all the containers for wagon loading. Or add dolls or stuffed animals to transform the wagon into a portable doll-house to barn. Outdoors, fill the wagon with an inch of two of water and expect a bit of splashing and wet clothes. Add floating toys and measuring cups for portable water play. Create a giant" car wash" for your child's plastic cars, trucks,or plastic balls, with plastic cups for rinsing. Add seashells or rocks that need a good bath, and provide a baby toothbrush for some soap-free scrubbing

What you need

Plastic children's tools, such as hammer, wrench, screwdriver, etc.

Plastic toolbox with a handle

One objects that require "fixing"

Ride-on toysToy shopping cart, waqons, doll stroller, toy lawn mower

Instruction

Young toddlers will enjoy dragging the tools around from place to place in a toolbox that they can open and close on their own. Putting the tools out and putting them back in the box again is a big part of the fun. Young toddlers will enjoy banging and pounding with these tools, so get ready for a bit of noise

Older toddler love to pretend to fix any toy that has wheels.(This is particularly true if your child has ever seenyou fixing a car, bike, or lawn mower) They may also use their tools to repair the hinges and handles on low kitchen cupboards, and other safe furniture around your home. A set of wooden blocks can easily be integrated into fixer-upper play to fix or build things in your child's "shop" as well. Busy toddles don't stay-In one place very long, so it's likely that everything is sight will be "fixed" in very short order!

Restaurant ---- Ranks No.10 On List of top 10 toddler-tested toddler games

What you need

Unbreakable bowl, cups and small spoons

Empty juice boxes

Food or pretend foods

Plastic soda bottles

Cloth napkins

Instruction

Set up the temporary restaurant for your child. Help her or him fold the napkins and show her how you set the table. Your younger toddler's restaurant play may end up looking more like the feast of a caveman than that of a four-star diner, but banging the bowls with a spoon and moving things from place to place are all part of the exploratory play experience.

Older toddlers might get the hand of folding cloth napkins and pouring water as they "serve" their boss

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Kids Guessing Game ---- Ranks No.1 On List of top 10 preschool games

This interesting guessing game sharpens Children's concentration skills as they begin to play with their peers

What you need

Tray

Small familiar items

Cloth

Instruction

Depending upon the children's developmental level, place between three and six Items on a tray. Talk about what they are, and describe some of the distinctive features. Ask the children to look them over carefully, then have them close their eyes.

Remove one item and hide it under the cloth. Now, invite the children to guess which item is missing. Give clue if necessary:" It has a long handle"(clue for spoon).

After they have played a number of times, sharpen their detective skills by removing two items or scrambling the position of remaining objects.

Variation

Have children in the circle close their eyes. Tap one or two children and have them leave quietly. Then, ask the rest to guess who is missing. Continue until everyone has made the transition.

kids Sing-along games ---- Ranks No.2 On List of top 10 preschool games

Instruction

Have two children hold hands up to create a mountain for the children to go through and around. Sing the popular song "The Bear Went Over the Mountain," and invite the "little bears" to follow the actions and sing along:

. The bears went over the mountain.

The bears went over the mountain.

The bears went over the mountain.

To see what they could see.

Make up other verses about ways for the bears to travel("next to the mountain") For the last verse, sing" around the mountain," make a circle. Then talk about what the bears might see.

Verse variation

Teddy bear, teddy bear, turn around

Teddy bear, teddy bear, touch the ground

Teddy bear, teddy bear, go upstairs.

Teddy bear, teddy bear, turn off the light. teddy bear, teddy bear, say qood night!

Grandma's Glasses ---- Ranks No.3 On List of top 10 preschool games

To get the children ready for circle time quickly, try this classic finger play.

Instruction

Demonstrate the finger play below. Then have the children recite the words and imitate the actions:

Here are Grandma's glasses[Make two circles with thumbs and index fingers in front of eyes]

Here is Grandma's cap.[Place interlocking fingers on the top of head]

This is the way she folds her hands

And puts them in her lap.[Fold hands]

However, if you want the children to get to know each other's names and be playful about their own and each other's actions and characteristics, try some modernized versions, such as examples below:

Here is Brain's hat

Here is Brain's smile

This is the way he wiggles his fingers

And puts them on his tummy.

Colors, Colors Everywhere ---- Ranks No.4 On List of top 10 preschool games

In this matching game, the children learn color names and identify the colors in their clothing.

What you need

Construction paper, several 3"XS" pieces in each color, such as red, blue, yellow, orange, purple, green, white, brown, black, and pink.

Instruction

Spread out all the construction paper on the floor. Have the children each pick one piece of colored paper that matches something they are wearing. For example, a child with a yellow shirt, blue pants, and brown shoes may choose one of these colors.

Then have them take turns naming their color and what part of their clothing it matches.

Next have them put back the color they are holding, and find a different paper color that matches a different part of their clothing. After each child has picked a second color, invite them to group themselves by color.

Help children determine the most popular color by counting the number of children in each group to find out which one has the most.

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Where is it? ---- Ranks No.5 On List of top 10 preschool games

This game gives children experience in identifying position words.

What you need

Beanbags

empty boxes

Instruction

Have the children divide into pairs, and give each pair a beanbag and an empty box. Have children take turns placing the beanbag in the position that is describe --- above, inside, or under the box.

Make the directions fun by telling a story, such as "Mr. Beanbag was sitting INSIDE a box. But he got bored, so he went OUTSIDE and climbed to the TOP of the box."

Continue the story, using as many position words as possible. Directions can also be given by singing them to a familiar tune, such as "The Farmer in the Dell." Give each child a beanbag and have them act out the song directions:

The beanbag's on your head

The beanbag's on your head

Hi ho the derry-o

The beanbag's on your head

Continue in this way, with the children joining in on the last half of each verse.

Dizzy Directions ---- Ranks No.6 On list of top 10 preschool games

This game helps children distinguish between right and [eft

Instruction

The children will do various activities involving right and left as directed. Start slowly by having the children raise their right or left hands, or put their left hands on their right knees.

Give a few other simple directions. Then pick up the tempo to make this a fast moving game. Use a lively beat for the directions(similar to a rap), one standing tune to sing the directions.

Have the children work with partners, one standing behind the other. Here is an example of directions:

Put your right hand on your partner's left shoulder

Put your left hand on your partner's right shoulder

Move to the right, right, right.

Now move to the left, left, left.

Face each other and shake right hands

Surprise the children and get them giggling by throwing in an impossible direction occasionally:" Touch your left knee with your right nose: touch your right ear with your teft eye."

Mighty Muscles ---- Ranks No.7 On List of top 10 preschool games

Children will like this muscle-flexing, face-making game

What you need

Hand mirrors

Instruction

Ask the children to close one hand into a fist as tight as they can. Have them squeeze hard, Then ask them to feel the muscle on the upper part of the same arm while they squeeze a fist.

Call attention to how tight it feels. Then ask them to release the fist and relax the hand on the same arm. Have them feel the upper arm again and notice the difference.

Ask the children to extend one arm and move the hand toward the chest. While they are doing this, let them feel the muscle in the upper arm to see how it works.

Give the children time to feel each other's muscles. Let them select some other parts of their bodies to tense and release, such as their legs or facial muscles. Children like making faces by tensing their noses, foreheads, and mouths. Give them hand mirrors to pass around so they can see themselves use their facial muscles.

Hair-Raising Experience ---- Ranks No.8 On List of top 10 preschool games

Children use balloons and friction to make static electricity.

What you need

Inflated balloons

Piece of wool cloth

Instruction

Ask a children to rub a balloon five or six times against apiece of wool cloth. Then have the children hold the balloon near another child's hair.The static electricity will make the child's hair stand on end. Pass around more balloons and have the children find what else they can rub the balloons on to repeat the experience.

Let the children work in pairs to enjoy the hair-raising experience. Encourage them to try various pieces of clothing. Lead them to see that wool works to create static electricity, but cotton and some other fabrics do not. Help the children relate the experience to what happens when they walk across some types of carpet and then touch something that is metal.

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Let's spin a yarn ---- Ranks No.9 On List of top 10 preschool games

One by one, children tell a story and pass it along, creating a web of yarn that shows how all in the circle are connected.

What you need

Chart Paper

Marker

Ball of yarn

Instruction

Invite children to make up a story together, taking turns telling what happens next. Have them brainstorm ideas for a story beginning before they start the pass-along.

Write down the children's ideas on chart paper, and have them choose one. Holding the ball of yarn, tell the story beginning. Then hold the end of the children in the circle. Have the child pick up the yarn ball and pick up the story, too, telling what happens next. After adding to the story, have the child hold onto the yarn and roll the yearn ball across the Circle to another child.

After each addition, both the ball of yarn and the story are passed along to someone new until each child in the circle has had a turn at telling. The last child can make up an ending, or the whole group can decide together how the story ends.

Tip

To help spark the children's creative thinking when they are stumped about what to add next, use question prompts: How did. she feel? Who did he want to play with? What did she like to do? What did he want? How do you think she could get there?"

A little help from your friends --_ .. Ranks No.l0 On List of top 10 preschool games

Children get by with the helping hand of a neighbor in this musical game.

What you need

Tissues

Music

Instruction

Hand out tissue to each child, and have them place it on top of their hands. Explain that they are going to be moving around the room, and they should try and keep the tissue from falling off while they move.

Play the music, and invite the children to move and dance to the music. The children may hop, skip, dance, sway, or move in another way as long as the tissues stay on their heads(no hands allowed). If the tissue falls off, the child must freeze in place. This is where a little help from a friend comes in handy!

Another child can pick up the tissue and put it back on the first child's head. That will unfreeze the first child. To simplify the activity, the tap of a friend can unfreeze a frozen child, allowing the child to pick up the dropped tissue and put it back in place.

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Playing with others

What good things can come about when your kid plays with others? He learns what it

means to be a friend and make a friend with others. He learns to work with others and take turns. He runs, jumps, imitates. He learns to guide and follow. He learns that another child's ideas and desires are different from his own. He learns to express his feelings by USing words and body languages. And he learns how to apologize and manage his feelings.

Pretend play is one of the best kinds of preschool games for kids to have fun while bring their imagination into play.

Number Game

• This old man, he played one, he played nick-nack on my drum

Chorus: Nick-nack, paddy-whack, give the dog a bone, this oldman came rolling home

• This old man, he played two, he played nick-nack on my shoe "Chorus"

• This old man, he played three, he played nick-nack on my knee "Chorus"

• This old man, he played four, he played nick-neck on my door "Chorus"

• This old man, he played five, he played nick-neck on my hide "Chorus"

• This old man, he played six, he played nick-nack on my sticks "Chorus"

• This old man, he played seven, he played nick-nack up to heaven "Chorus"

• This old man, he played eight, he played nick-nack at my gate "Chorus"

• This old man, he played nine, he played nlck-nack on my spine "Chorus" • This old man, he played ten, he played nick-nack once again "Chorus"

Clapping game

• This is a good way to learn clapping rhythm. • Sit in a circle with one player in the middle.

• This player claps out the rhythm on his shoulder; knee or arm and everyone else must copy.

• Any number can play.

For more than 5 players

• Pick one player to be Simon

• SIMON SAYS (he gives the orders to the other players such as, Simon says put your hands in the air.

The other players must obey immediately but only if they hear the words Simon says, if they do the action without hearing the words Simon says then they are out.

Guessing game

• This game is for no less than five players. • Choose a queen/king to sit on a throne.

• Eyes must be blindfolded so they cannot see.

• One by one everyone creeps up and whispers in a disguised voice to make it difficult to guess who they are.

• The king/queen must then guess who it is.

• If wrong then that person becomes the next king/queen.

Board Games

Board Games also make good preschool toys. They are fun and kids can learn to play together as a team. Helping them socialising and helping them to compete in a healthy way.

Puzzles

Then there are puzzles. Kids can learn so much from building preschool puzzles. Preschool games should be part of any preschool activity. It really enhances the learning process and teaches the kids to concentrate and have fun at the same time.