Friday, August 25, 2023

COUNT, SING, AND MOVE!

Counting is a basic strand across math standards. There’s even research that suggests counting with pre-k children can build math concepts they will use later on in kindergarten and primary grades. Counting will have more meaning if you tie it into finger plays, songs, and movements.

Macarena Count to 100
1 (Right arm out palm down.)
2 (Left arm out palm down.)
3 (Right palm up.)
4 (Left palm up.)
5 (Right hand on left shoulder.)
6 (Left hand on right shoulder.)
9 (Right hand on left hip.)
10 (Left hand on right hip.)
(Clap two times.)
That is one ten. (Hold up one finger.)
11, 12, 13, 14, 15, 16, 17, 18, 19, 20 (clap clap)
That is two tens.
21-100

Pump Up to 100
Pretend to hold weights as you count.
1-20 - bicep curls (Elbows in, pretend to hold weights in fists with palms up as you bring forearms up and down.)
21-40 - for overhead press (Fists face forwards as you start at your shoulders and push the weights overhead.)
41-60 – side raises (Elbows at 90% angles as you raise them out to the side.)
61-80 – upright rows (Fists together close to the body and raise elbows out and up until fists are at your heart.)
81-100 – frontal raises - (Fists together and arms stiff as you raise them in front of your body to eye level.)
Whew! (Wipe brow!!!)

Little Red Number Box
(Sarah Wilson)
Put magnetic numbers in a metal tin and then sing the song as you pull out a number. Then count to that number.
For example: I wish I had a little tin box to put a 6 in. I’d take it out and count 1, 2, 3, 4, 5, 6 and put it back in.

Move and Count

Have children count as they jump, hop, and do other movements.

*Count the steps to the lunchroom.
*Count how long it takes everyone to sit down quietly.
*Count the number of chairs in the room, tables, toys, girls, boys, dragons (that's a joke!) etc.

Giant Number Line
Attach a piece of tape to the floor in a prominent place in your classroom. Let children walk on it forwards, backwards, hop, etc. After playing with the line, ask them to sit on the floor. Explain that you’re going to turn it into a number line as you demonstrate writing numbers (0-10) on the tape.
*Ask one child at a time to walk on the number line as they say each number.
*Call out different numbers and ask random students to stand on those numbers. What is one more? What is one less?
*Give students dot cards (0-10) and ask them to match their card with the number on the line.

Country Countdown 1-20

Tell the kids to put on their cowboy and cowgirl boots and hats before you begin.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 (Heel tap left and right as you count.)

Turn around and count back down. (Turn around.)
20 19 18 …..

*Why should you ask children to count forwards and backwards? This will help them understand one more, one less, and so forth.