North Dakota State University
NDSU Extension Service
Opportunities for children to explore and develop math concepts occur naturally throughout daily routines and activities. Mealtime can be a mathematical learning experience. At dinnertime you may notice your child counting the peas on her plate, not in the interest of showing off her math skills, but because she wants to know how many more she has left to eat. By simply asking, "How many peas do you have left on the spoon waiting to go in your mouth," you are encouraging the thinking skills required for achieving future math concepts. (In addition, this gentle "guiding" will encourage the dawdling child.)
Children become intrigued when we give them daily opportunities to associate numbers with concepts such as length, quantity, time, temperature, space and money. They learn math concepts by telling how old they are. Children hold up chubby fingers indicating their age. A child's age, height, weight, address and phone number are important numbers to her. When you pay attention to these personal numbers, your child's interest will be sparked.
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Child's Learning
Activity Parent Interaction Experience
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Set the "How many people are - Practice counting
table eating dinner tonight? So objects
how many plates do we - Follow simple
need? How many forks? directions
Let's count them out. - Accept
OK, now let's give one responsibility
to each person: one for - Match one-to-one
sister, one for Daddy, when counting
one for you, one for me."
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Wash "Let's measure the - Learn to measure
dishes detergent into the dish-
(unbreak- washer to make the
able) dishes clean."
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"What do you want to - Understand time
wash first: the cups or sequences
the plates? Are you go-
ing to start with the big - Understand sizes
spoons or little spoons? and shapes
How will you arrange
them in the drying rack? - Categorize
There are three steps:
1) we wash it with soap - Put things in a
2) we rinse it with water series
3) we put in on the rack
to dry."
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Clean up "Look at all the Legos - Learn to compare
on the floor. I wonder few and many
how many there are?"
Pause and let your child - Practice counting
estimate. "Let's count objects
them together as we
put them in the box."
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Daily "First we'll have lunch, - Learn one event
routine then we'll take a nap, follows another
and then we'll go in predictable
outdoors to play." sequence
(Most children do not
really understand clock
time until they are about
8 years old.)
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In the "We need 6 muffin cup - Match one-to-one
kitchen liners to put in the when counting
muffin pan."
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"What size container - Make estimates
should we use for these in relation to
leftovers?" size
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"The cookies need to - Learn about
bake for 10 minutes. measuring time
Let's set the timer so
they don't burn."
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Home "How thick is the board? - Measuring
repairs How long should it be?"
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"How should we stack - Balance
this wood so it doesn't
fall?"
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Shopping "We need the biggest - Compare sizes
box of Cheerios. Can
you help me find it?"
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"We need five apples. - Learn to count
You count while I hold objects
the sack."
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"Look, this toy is 79¢ and - Compare number
this one is 85¢. Which and cost
one costs more money?"
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Driving "The speed limit on this - Learn relation-
road is 35. Can you find ships of signs
the sign for the speed and numbers
limit?"
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"I'll count blue cars, you - Count to solve
count red ones. We'll problems
add them together."
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Every time you do something, math plays a part. Give your child a chance to see how. Watch for clues from the child. Your comments will be most helpful when a child shows an interest in numbers. In fact, a child will often take initiative in asking for help: "What does that sign say?" You need only be willing to respond to the child's interest. With appropriate learning experiences, children will develop a lifelong interest in using mathematics. It's more than learning to count 1, 2, 3...!
Children's books and music tapes offer a fun way to present math concepts. Count and See, by Tana Hoban; The Doorbell Rang, by Pat Hutchins (a book about dividing cookies among an ever-growing number of children); The Very Hungry Caterpillar, by Eric Carle (with days of the week and counting); Caps for Sale, by Esphyr Slobodkina (showing position in space). Two songs on tape which include math concepts are Raffi's "Five Little Frogs" (counting) and "I Wonder if I'm Growing" (height).
Scoy, I., Family Day Caring, July/August, 1991, Math Curriculum? You? Yes!
Dodge, D., A Parent's Guide to Early Childhood Education, 1990. Gryphon House, Inc.
McCracken, J., More Than 1,2,3 - The Real Basics of Mathematics, NAEYC Publication.
This newsletter is published for North Dakota families with preschoolers by the NDSU Extension Service and distributed through your county extension office. See your extension agent for more parenting information and other home economics programs.
Parenting Preschoolers, Issue No. 13
NDSU Extension Service, North Dakota State University of Agriculture and Applied
Science, and U.S. Department of Agriculture cooperating. Sharon D. Anderson, Director,
Fargo, North Dakota. Distributed in furtherance of the Acts of Congress of May 8 and June
30, 1914. We offer our programs and facilities to all persons regardless of race, color,
national origin, religion, sex, disability, age, Vietnam era veterans status, or sexual
orientation; and are an equal opportunity employer.
This publication will be made available in alternative format for people with
disabilities upon request (701) 231-7881.
North Dakota State University
NDSU Extension Service