Children will explore numbers in their environment. Numbers will be highlighted in Bible stories and pictures. Children will focus on all the numbers in their environment.

MATH - 3 year olds

Foundational mathematical concepts of counting 0-10 and identifying numbers within 0-10 are emphasized in the math lessons. This focus will help with the mastery of mathematical concepts. Children will explore all the different ways they can make and represent numbers such as, counting play dough balls, using the 10 frames to count out a number, listening to the number of beats of a drum and many more playful ways to build number sense. 

The lessons will have less focus on memorization and counting to higher numbers. 

Number Sense and Graphing

MATH - 4 year olds

These math lessons have been created for children who are ready to count above 10. They will build on the knowledge they learned in the 3 year old lessons. Lessons have been provided for them to work on mastering numbers 11-20 and 21-30.

Number Sense and Graphing

Picture Talks

These lessons are important to help build a child's math vocabulary. Each question about the picture helps to introduce not only the names of the numbers and counting but math vocabulary such as more, less, how many, small, large, group, etc. Other vocabulary that is introduced are positional terms such as side, middle, above, below, top and bottom. The focus on math vocabulary is preparing the children for word problems and mathematical abstract concepts for future mathematical learning. 

The picture talk questions are arranged by developmental level. It is important for the teachers to asses each child to know which level of questions is suitable to introduce. 

Level 1 - Best to use with young three year olds.

Level 2 - Best to use with older threes to young four year olds.

Level 3 - Best to use with older four year old's. 

Math Terms

One-to-one correspondence - When counting, only one number word is used for each object in the group of objects being counted. 

Ten Frame - A simple graphing tool that helps children to see numbers and begin to understand that numbers are made up of groups of ones or tens. 

Graph - Graphs are tools to show mathematical information using lines, shapes, pictures and colors. Graphs are used to compare amounts of objects or other numbers. Graphs are a quick way to compare the amounts or number of objects. 

Number Sense -When a child has the numbers represent amounts of objects. The child begins to understand the relationship of numbers to one another, they can perform mental math, they understand symbolic representations, and they can use numbers in real world situations. 

Math Exploration Station

It is important to provide math experiences where children can practice writing numbers and work on the correct numeral formation. Teachers can provide one or more of the materials for children to practice. 

Materials to add to the math exploration station

• Gel Bags
• Sand table and/or small trays/boxes
• Play dough math mats laminated or in sheet protectors
• Whiteboards with dry erase markers and erasers
• Dice in a small clear container with the lid taped or hot glued closed
• Ten frame cards laminated 

Gel Bag Instructions

You will need to have a quart or gallon size re-seal-able style bag for each gel bag that you want to create (depends on how big you want the gel bag to be). It is recommended that you use a heavy-duty freezer bag. To remove the branding name on the bag, rub the white lettering with a little fingernail polish remover on a cotton ball. Fill each bag with ½ to 1 cup (depending on size) clear hair gel (dollar store brand is fine). Add some drops of food coloring to the bag. Take out most of the air. Seal the bag then add an additional layer of clear packing tape over the opening. Mix the gel and food coloring together in the bag and you are all set. Gel bags may be more appropriate for 4-year olds. 

Sand tray/box

Using craft sand (colored or white) place it in a tray with at least 1-inch sides, a small box or sand table (for multiple children at a time). For 3 year old's, hide objects in the sand for children to find to sort and count such as shells, large buttons, plastic bear counters, etc. For 4 year old's, have number cards available for children to write on the sand tray and objects for children to count out to show the amount to represent the number they wrote in the sand. 

How to use the math exploration station

Have various materials out (one or more depending on the number of other stations that are happening at the same time).

Have children practice writing or forming numbers 1-10. They can use their fingers to write in the sand or on the gel bags. Have number cards available for children so they can copy the number. For 4-year olds, have children practice writing or forming numbers 11-20 or 21-30. 

When using the number play dough mats children can use a dry erase marker to "write" the numbers or use play dough to roll out the lines to fill in the number on the play dough number mat. 

Children can also roll a die and then write the number that is rolled in their journal. They can also count out the correct number of objects or roll out the correct number of play dough balls. Provide a ten frame that is laminated and some beads so children can fill in their 10 frame with the number rolled with the dice. For 4-year olds, provide enough of the materials so they can count from 11-21 or 21-30. 

Graphing Activity

In week two, the children will be introduced to graphing. Provide items in the math exploration station for the children to graph. Place items such as beads, buttons, toy cars, pictures of fruit, etc in bags or other containers. Provide graph paper that is large enough to hold the items or create a graph on a large poster board. Laminate the graphing/data sheet or cover with clear contact paper. 

Have the bags with the various items available in the math exploration station. The children can organize the materials onto the graph/data sheet. For an added challenge, have them label the categories with pictures, colors, numbers, etc. 

Math Everyday - Calendar 

Children will begin to learn their numbers by having the opportunity to go over the calendar each day. The teacher will point and touch each number while counting as the children follow along. 

Once the teacher has counted the number on the calendar with the class, the teacher can ask the children some questions. The teacher can stop at the number from the day before and then before placing the current date in the pocket ask the children what they think the next number will be. 

Teacher: If yesterday was Monday, September 5, then what is today?

Children: Tuesday, September 6!

Teacher: What number comes before 5?

Children: 4

Teacher: What number comes after 5?

Children: 6

Book Suggestions

• 10 Black Dots by Donald Crews
• One Duck Stuck by Phyllis Root
• Mouse Count by Ellen Stoll Walsh
• The Very Hungary Caterpillar by Eric Carle