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Learning numbers for pre k


Learning Numbers in Preschool - Fantastic Fun & Learning

Learning numbers in preschool is a continual process of hands-on experiences and opportunities for real life counting. As kids are counting numbers they are learning many important skills. This collection of preschool number activities will give you a terrific springboard for helping preschoolers learn numbers.

Tips for Helping Kids Learn About Counting Numbers

Although counting may seem like a relatively simple process, there are actually a lot of steps to learning to count.

For starters children have to learn and memorize the numerical sequence for rote counting so they know the numbers to say as they count a set of objects.

They also need to understand one-to-one correspondence and be able to touch one object for each number they are saying as they count a set.

As they begin to count sets kids also need to learn that the set represents a quantity, and the last number they say when they are counting the objects in a set corresponds to that quantity. This is know as quantification.

And they must also recognize that if we add or remove an object from the set this changes the quantity, so we must count carefully and count again if we change the objects in the set.

Finally they must learn to recognize the written format of numbers and connect that concept to their rote counting and other knowledge about counting numbers.

As you can see it’s much more complicated than it seems on the surface, but we make it easier and more meaningful when we provide kids with a lot of hands-on counting opportunities throughout their learning and play.

For additional information about teaching numbers in preschool, visit these great teaching resource books.

Preschool Number Activities

Below are some tools that work well for a wide variety of number activities.

This list of DIY math manipulatives is also very helpful.

Hands-on Number Activities without Printables

There are so many hands-on ways to help kids who are learning numbers and counting.

We can practice counting throughout the day in many ways:

  • as we wait for something
  • as we prepare snacks and meals
  • as we gather objects
  • as we sing songs
  • as we take steps

On Fantastic Fun and Learning we’ve also shared many fun hands-on ideas for counting numbers. The options in this first section are all done without printables. If you’re looking for some free printables to help kids learning to count, I’ve added those in the next section.

In this listen and spray counting game, little learners listen for a number to be called and then spray it that many times with a spray bottle. It’s great for toddlers and preschoolers!

Wiggle to 1. Tiptoe to 2. Have fun with alliteration, and get kids up and moving with this fun counting game that emphasizes number recognition.

Tea anyone? During our tea time theme we practice counting and comparing tea packets.

Set up a caterpillar sensory bin. Then use it for a variety of caterpillar counting activities.

Continue the spring sensory fun with a counting seeds gardening sensory bin.

Use play dough and number stamps to create a counting garden.

Or head outdoors with some chalk to create your own sidewalk chalk counting garden.

Race to get the gold in this rainbow counting game.

Count Rainbow Fish’s beautiful scales in this play dough Rainbow Fish counting activity inspired by Marcus Pfister’s popular book.

Make your own pumpkin faces with this fall pumpkin counting activity.

Turn old egg cartons into a fun counting activity with these bat number matching sets.

Create and count antlers for this reindeer counting game.

Feed the reindeer in this reindeer counting pretend play activity.

Help the penguins cross the ice in this winter counting sensory bin.

Printables for Counting Numbers and Sets

On Fantastic Fun and Learning we also have a lot of free printables that give kids the opportunity to practice counting and number recognition. Some of them are nonseasonal and can be done any time of year. While others are more seasonal in nature. Many are also from our preschool lesson plans, as we prefer to include a wide range of skills and activities in each thematic unit.

With these dinosaur play dough mats, kids practice creating sets to match a specific number.

Exercise those fine motor muscles as you match the correct number of caterpillar “eggs” to leaves.

Use these rain theme counting cards to count out objects in a rainy day sensory bin.

Or have some creepy crawly fun counting worms in this spring sensory bin activity.

Grab some beach theme manipulatives and practice counting with these beach counting mats.

Count out snowballs to match the numbered snowmen in this winter counting activity.

Create your own printable book to read over and over again with this snowflake counting book.

Have fun creating your own play dough “chocolates” in this chocolate box counting activity.

Practice number recognition and sequencing 1-20 in this Valentine Scavenger Hunt.

Use this number scavenger hunt to help kids learn to read and write numbers to 20.

Use our roll and color math games to practice counting numbers and sets. There are a wide variety of options to choose throughout the year.

Printables for Teaching Different Ways to Represent Numbers

As kids become more comfortable creating sets of objects and recognizing numerals, we can extend their learning by introducing additonal ways to represent numbers.

The following printables are helpful for introducing this concept.

Insect Counting Mats

Spider Counting Mats

Gingerbread Counting Mats

Seashell Counting Mats

More Resources for Learning Numbers

Counting books are an excellent resource for learning numbers. Kids enjoy reading many of them over and over again. Here is a list of our favorite counting books for kids.

There are also more ideas for counting numbers in this collection of counting games.

The counting games and puzzles below are kid-tested and teacher approved.

What next?

As kids become proficient at counting numbers we can continue helping them develop number sense by:

  • working on concepts like one more and one less
  • comparing amounts
  • beginning to add and subtract

Pre-K Math Numbers and Counting

Are you looking for ways to help your preschoolers learn how to count and identify numbers in your preschool, pre-k, or kindergarten classroom?


Numbers and Counting

Activities and information about teaching numeral recognition, identification, and counting skills in preschool, pre-k, or kindergarten classrooms.

Books About Numbers and Counting

Use this counting book list to help your little learners practice numeral recognition and identification skills.

Numbers and Counting Activities for Preschool

Number and Counting Books

You can find a complete list of books about numbers and counting here.

Place books about numbers and counting in your classroom library.

Number Activities

Sandpaper Number Rubbings

Materials: sandpaper, glue, die-cut machine, heavy cardstock, regular paper, crayons
Buy inexpensive sandpaper at the Dollar Store and cut numerals on it with the die-cut machine. If you don’t have access to a die-cut machine you can trace the numerals on the sandpaper and cut out with scissors. Next, glue the numerals to heavy cardstock paper. I keep a set of these numbers in my math center and the children cover the numbers with paper and make number rubbings using the side of a peeled crayon. They also love to just trace the numbers with their fingers, it’s great for tactile learners.

Ziploc Quilt Game Board

Learn how to make your own Ziploc quilt game board to practice number identification and counting HERE.

Penguin Counting Game

Learn how to play this fun, hands-on penguin counting game HERE.

Printable Dot Counting Book

This free, printable 1-5 dot counting book pictured above is available here.
The free, printable 6-10 dot counting book is available on the blog here.

Glue Dot Numbers

Make glitter glue dot numbers to help your students learn and retain numeral names. Just write each numeral on an index card and add thick glue dots all along the number. When the glue is dry, students can use their finger to trace over the top of each numeral as they say the numeral name. This tactile activity helps the numeral name stick in long term memory.

Fishing for Numbers Game Freebie

You can download the Fishing for Numbers Game printable HERE. It includes the directions for making your own magnetic fishing poles, fish templates, and recording sheet.

Play Dough Number Mats

Materials: paper, computer printer, playdough
Print out large numerals 0-10 on your printer and laminate. Put these “play dough mats” in your play dough center and show your students how to roll out snakes and place them on the mats to make numbers. This is good practice for both number recognition and fine motor skills. You can find printable play dough mats HERE

Thematic Math Activities

I have many thematic math activities on the individual Theme Pages.

More Math Ideas from Pre-K Pages

Numerical knowledge in early childhood

Katherine Sophian, PhD
University of Hawaii, USA
(English). Translation: June 2015

PDF Document

Introduction

In recent years, there has been a sharp increase in the number of studies on the knowledge of numbers in young children. The focus of these studies is a wide variety of abilities and ideas, ranging from the ability of infants to distinguish between groups containing a different number of objects 1.2 , to understanding by preschoolers of numerals (words denoting numbers) 3.4 and counting 5.6, 7 , as well as the inverse relationship between addition and subtraction 8.9 . nine0008

Subject

The study of young children's knowledge of numbers lays the foundation for setting standards for preschool education 10 and for developing a work program in mathematics for preschoolers 11,12,13 . In addition, mathematical knowledge acquired at preschool age influences further school performance and career choice in the future 14 . An analysis of school performance predictors based on data from six longitudinal studies found that children's math skills at school entry are more predictive of later school performance than reading skills, attention span, or socio-emotional skills 15 .

Issues

Numerical literacy is basically about understanding that numbers represent different things. Accordingly, studying how number literacy develops in early childhood leads to an understanding of how children come to understand the basic quantitative relationships that numbers and other types of quantities have in common, as well as the properties of numbers that distinguish them from other types of quantities.

Scientific context

Piaget's classic study of logico-mathematical development examined how children understand the general properties of quantities, such as seriation and the preservation of equivalence relations under certain kinds of transformations 16 . However, J. Piaget believed that this kind of knowledge appears with the development of concrete-operational thinking in children at the age of 5-7 years. Subsequent research 17 showed that young children have more numerical knowledge than Piaget admitted; and modern research indicates that babies have a wide range of abilities to operate with the numbers 18 .

Key Questions

According to the authoritative though controversial view presented in the modern literature on early number abilities, the brain is "hard-wired" for the number 19.20 . In support of this idea, the ability babies and animals distinguish between the number of objects 21 . However, critics of nativist views on numerical knowledge (the philosophical doctrine that the brain is born with ideas/knowledge) note that mathematical thinking undergoes continuous changes in the course of development, that the concept of number is slowly differentiated from other quantitative dimensions 22.23 , and numerical knowledge that appears at an early age is contextually determined 24 . Moreover, accumulated evidence suggests that language 24 and other cultural products and practices 25.26 make a huge contribution to the acquisition of numerical knowledge by young children.

Recent research results

Numerical knowledge in infancy

One of the most actively developing areas of modern research is devoted to the ability of infants to operate with numbers. Kobayashi, Hiraki and Hasegawa 1 used the discrepancy between visual and auditory information about the number of objects in a group in order to assess the ability of six-month-old children to distinguish between quantities. They showed babies objects that made a sound when they hit the surface, then dropped two or three objects behind the screen so that the babies heard the sound of each falling, but did not see the objects themselves. After that, they removed the screen, and the correct or incorrect number of objects was revealed to the gaze (3 if there were 2 impact sounds, and vice versa). Infants stared longer when the number of objects did not match the number of sounds they heard, suggesting that they were able to distinguish two objects from three. Other studies show that six-month-olds are able to pick up quantitative differences between more items, as long as they are significant. Six-month-old babies distinguish 4 from 8 27 and even 16 from 32 28 . However, if the difference is reduced (for example, 8 and 12), six-month-old babies are wrong 29 , and older children are more successful 2 . Thus, with age, infants develop the ability to distinguish between quantities more accurately.

Young children's knowledge of number relationships

Since numbers represent a quantity, basic knowledge about numbers is related to understanding that numerical quantities enter into equal and greater/less than relationships 30 . Research on infants reveals a surprising fact: for preschoolers, an important developmental achievement is their ability to compare groups of objects numerically, especially when this entails the ability to ignore other differing features.

For example, K. Mix 31 studied the ability of three-year-old children to quantify sets of 2, 3, or 4 black dots. The task was completed with ease when the objects that the children had to match with the dots looked like them (for example, black disks or red shells about the same size as the dots). However, the success of the task fell when the objects differed from the points in shape (for example, figurines of lions or objects of different appearance). nine0008

Muldoon, Lewis and Francis 7 studied the ability of four-year-old children to evaluate the numerical ratio of two rows of blocks (with 6-9 blocks per row) in conditions where the length of the rows is deliberately misleading, i.e. when two rows of different length contain the same number of elements or two rows of the same length contain a different number of elements. Most of the children relied on row length comparisons rather than element counts. However, after three training sessions, the results improved, especially in those children who were asked during the training to explain why the rows are equal or unequal numerically (the fact that the rows are equal or unequal, they were informed by the experimenter). nine0008

Unexplored areas

While experimental data on early childhood numeracy is growing exponentially, the lack of a general theory that unifies the full spectrum of empirical findings limits our understanding of how the various data already collected fit together. with each other, and what questions still remain unanswered. In the literature on infancy, for example, competing hypotheses have formed the basis of numerous studies in recent years, but their results have not smoothed out the existing theoretical contradictions. When putting forward theoretical propositions, scientists must be aware of the results of all other studies, and their theories must be formulated so precisely as to allow empirical testing. nine0008

In addition, researchers need more information about the processes that lead to the development of number understanding at an early age. We know that many environmental factors affect the performance of young children, ranging from culture and social class 32 to parent-child relationship patterns 33.34 and teacher-child relationship 35 . At the moment, science has little information in terms of volume, mainly from experimental studies with training 7,25,36 , about how a particular experience changes children's numerical thinking. Particularly useful would be those studies that provide summary data on (a) children's daily experiences with numbers and how these experiences change with age, and (b) the experimental impact of such experiences on a child's thinking.

Conclusions

The available research on how number knowledge develops in childhood supports four general conclusions that are of great importance for practice and administrative directives. First, the development of knowledge about numbers is multifaceted. Numerical literacy in early childhood is much more than just counting and basic arithmetic. Second, despite the evidence that infants already have the ability to recognize numbers, age-related changes are continuous. When comparing children of different ages, older children almost always perform better. Thirdly, variability is also ubiquitous. All children deal with different problems with numbers 9 in different ways.0014 37 , resort to different arguments when operating with numbers in various situations 3 and even give different answers when performing the same task in different attempts 5. 38 . And, finally, the progress of children in the development of numerical knowledge is very susceptible to external influences. The success of the development of children's numerical knowledge is influenced by non-learning activities, such as board games 25 , specially organized, experimental activities aimed at explaining numerical relationships to children 7.36 , as well as the forms and ways in which parents 33.34 and teachers 35 tell children about numbers.

Recommendations

An important contribution of early childhood numeracy research to practice and administrative guidelines is that its results can help to adjust the goals that are set for teaching preschoolers mathematics. Since the development of numeric knowledge in early childhood is multifaceted, the goals for educational programs should be much broader than simply teaching children numeracy and basic arithmetic. Numbers, like other quantities, are characterized by relations of equality and inequality. At the same time, numbers differ from other quantities in that they are based on the division of the total number into elements. Learning activities that encourage children to think about the relationships between quantities and how those quantities are affected by transformations such as division, grouping, or regrouping can speed up children's learning of these concepts. Due to the diversity and plasticity of young children's numerical thinking, curricula at this stage have great potential to increase children's knowledge of numbers. nine0008

Literature

  1. Kobayashi T, Hiraki K, Hasegawa T. Auditory-visual intermodal matching of small numerosities in 6-month-old infants. Developmental Science 2005;8(5):409-419.
  2. Xu F, Arriaga RI. Number discrimination in 10-month-olds. British Journal of Developmental Psychology 2007;25(1):103-108.
  3. Mix KS. How Spencer made number: First uses of the number words. Journal of Experimental Child Psychology 2009;102(4):427-444.
  4. Sarnecka BW, Lee MD. Levels of number knowledge in early childhood. Journal of Experimental Child Psychology 2009;103(3):325-337.
  5. Chetland E, Fluck M. Children’s performance on the ‘give-x’ task: A microgenetic analysis of ‘counting’ and ‘grabbing’ behavior. Infant and Child Development 2007;16(1):35-51.
  6. Le Corre M, Carey S. One, two, three, four, nothing more: an investigation of the conceptual sources of the verbal counting principles. nine0078 Cognition 2007:105(2):395-438.
    7. 9015 K, C, Francis B Francis B Developmental Science 2007;10(5):694-711.
  7. Canobi KH, Bethune NE. Number words in young children's conceptual and procedural knowledge of addition, subtraction and inversion. Cognition 2008;108(3):675-686.
  8. Sherman J, Bisanz J. Evidence for use of mathematical inversion by three-year-old children. nine0078 Journal of Cognition and Development 2007;8(3):333-344.
  9. Clements DH, Sarama J, DiBiase AM, eds. Engaging young children in mathematics: Standards for early childhood mathematics education . Mahwah, N.J.: Lawrence Erlbaum Associates; 2004.
  10. Clements DH, Sarama J. Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal 2008; 45(2):443-494.
  11. Griffin S, Case R. Re-thinking the primary school math curriculum: An approach based on cognitive science. nine0078 Issues in Education 1997;3(1):1–49.
  12. Starkey P, Klein A, Wakeley A. Enhancing young children’s mathematical knowledge through a pre-kindergarten mathematics intervention. Early Childhood Research Quarterly 2004;19(1):99-120.
  13. National Mathematics Advisory Panel. Foundations for success: The final report of the National Mathematics Advisory Panel . Washington, DC: U. S. Department of Education; 2008.
  14. Duncan GJ, Dowsett CJ, Claessens A, Magnuson K, Huston AC, Klebanov P, Pagani LS, Feinstein L, Engel M, Brooks-Gunn J, Sexton H, Duckworth K, Japel C. School readiness and later achievement. nine0078 Developmental Psychology . 2007;43(6):1428-46.
  15. Piaget J. The child's conception of number . Gattegno C, Hodgson FM, trans. New York, NY: Norton; 1952.
  16. Gelman R, Gallistel CR. The child's understanding of number . Cambridge, MA: Harvard University Press; 1978.
  17. Geary DC. Development of mathematical understanding. In: Damon W, ed. Handbook of child psychology. 6th ed. New York, NY: John Wiley & Sons; 2006:777-810. Khun D, ​​Siegler RS ​​Siegler, eds. nine0078 Cognition, perception, and language .Vol. 2.
  18. Butterworth B. The mathematical brain . New York, NY: Macmillan; 1999.
  19. Dehaene S. The number sense: How the mind creates mathematics . Oxford, UK: Oxford University Press; 1997
  20. Feigenson L, Dehaene S, Spelke E. Core systems of number. Trends in Cognitive Sciences 2004;8(3):307-314.
  21. Sophian C. Beyond competence: The significance of performance for conceptual development. nine0078 Cognitive Development 1997;12(3):281-303.
  22. Sophian C. The origins of mathematical knowledge in childhood . New York, NY: Lawrence Erlbaum Associates; 2007.
  23. Mix KS, Sandhofer CM, Baroody AJ. Number words and number concepts: The interplay of verbal and nonverbal quantification in early childhood. In: RV Kail, ed. Advances in child development and behavior .vol. 33. New York, NY: Academic Press; 2005:305-346.
  24. Ramani GB, Siegler RS. Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. nine0078 Child Development 2008;79(2):375-394.
  25. Schliemann AD, Carraher DW. The evolution of mathematical reasoning: Everyday versus idealized understandings. Developmental Review 2002;22(2):242-266.
  26. Xu F. Numerosity discrimination in infants: Evidence for two systems of representation. Cognition 2003;89(1):B15-B25
  27. Xu F, Spelke ES, Goddard S. Number sense in human infants. Developmental Science 2005;8(1):88-101. nine0159
  28. Xu F, Spelke ES. Large-number discrimination in 6-month-old infants. Cognition 2000;74(1):B1-B11.
  29. Davydov V.V. Logical and psychological problems of elementary mathematics as an academic subject. In: Kilpatrick J, Wirszup I, Begle EG, Wilson JW, eds. Soviet studies in the psychology of learning and teaching mathematics .Chicago, Ill: University of Chicago Press; 1975: 55-107. Steffe LP, ed. Children's capacity for learning mathematics. nine0079 Vol. 7.
  30. Mix KS. Surface similarity and label knowledge impact early numerical comparisons. British Journal of Developmental Psychology 2008;26(1):1-11.
  31. Starkey P, Klein A. Sociocultural influences on young children’s mathematical knowledge. In: Saracho ON, Spodek B, eds. Contemporary perspectives on mathematics in early childhood education . Charlotte, NC: IAP/Information Age Pub.; 2008:253-276.
  32. Blevins-Knabe B, Musun-Miller L. Number use at home by children and their parents and its relationship to early mathematical performance. nine0078 Early Development and Parenting 1996;5(1):35-45.
  33. Lefevre J, Clarke T, Stringer AP. Influences of language and parental involvement on the development of counting skills: Comparisons of French- and English-speaking Canadian children. Early Child Development and Care 2002;172(3):283–300.
  34. Klibanoff RS, Levine SC, Huttenlocher J, Vasilyeva M, Hedges LV. Preschool children's mathematical knowledge: The effect of teacher "math talk." Developmental Psychology 2006;42(1):59-69.
  35. C, Garg D, C.
  36. Developmental Psychology 1997;33(5):731-744.
  37. Dowker A. Individual differences in numerical abilities in preschoolers. Developmental Science 2008;11(5):650-654.
  38. Siegler RS. How does change occur: A microgenetic study of number conservation. Cognitive Psychology 1995;28(3):225-273.

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Ms. Kathleen Donnelly
Email : [email protected]

Miss Kathy Donnelly teaches at Randolph Elementary School. She started working at Randolph in 2006. Before joining APS, she taught in Baldwinsville, NY for four years teaching Pre-K and Kindergarten. At Randolph, Katie taught kindergarten for five years before teaching Pre-K. She received her bachelor's degree from the State University of New York at Oswego. She enjoys running, traveling, making music and spending time with her two daughters, family and friends. nine0008

Ms. Key m McGuire
Email: [email protected]

special education teacher Kimberly.mcGuire She started working for Randolph in 1998. She received her bachelor's degree from SUNY Cortland and her master's degree from SUNY New Paltz. In her free time, she enjoys walking, cycling and spending time with family and friends.

Ms. Sarah Harrison

Email: [email protected]

Sarah Harrison is an early childhood education teacher. This is her first year teaching at Randolph. Prior to joining APS, she taught for many years in Alexandria as a reading specialist, literacy coach and kindergarten teacher. She received her bachelor's degree from the University of Pennsylvania and her master's degree from the University of Virginia. In her free time, she enjoys reading, baking and spending time with her husband and daughter.

Children in Randolph's Prekindergarten programs engage in enriching educational experiences, learning materials and new ideas, and developing their skills to prepare them for kindergarten. The preK curriculum is based on developmental research: