Sorting and Selecting
1. Ask the child for objects based on specific attributes (largest, smallest, round, square, tallest etc.)
2. Ask the child to sort objects based on a specific attribute, by colour, size, shape etc. Use coins, maccaroni shapes, crayons etc.
3. Have the child describe objects based on specific attributes. The child should be able to use words like, round, square, 4 corners, thick, thin, red etc.
Classification and Patterning
1. The child should be able to extend or create a pattern. For instance, penny, nickel, penny, nickel when one has been started. Or using blocks it could be 1 large, 2 small, or 2 green and 1 red. You should be able to state the pattern and have the child create it, or start the pattern and have the child extend it.
2. The child should be able to do one to one matching. For instance, if you put 6 dimes out, ask the child to put the same about in pennies. The child should be able to compare sets of objects for instance: this pile has more than or less than this one.
3. The child should be able to use more than, less than and the same as when making comparisons. Blocks, lego and coins work very well to help with this concept.
Ordinal Numbers and Number Conservation
1. When a row of objects is lined up, the child should be able to indicate which one is first, third, fourth etc. (up to tenth).
2. The child should be able to select the number of objects asked for and respond to questions, pass be 4 blocks and 5 pennies.
3. The child should be able to understand more or less than with amounts up to 10. For instance, if there are 2 piles of objects, the child should be able to state that this pile has 2 more than that pile. Using coins or blocks, put out a pile of 7 and a pile of 5 to see if the child can use the language of this pile has 2 less, or this pile has 2 more.
4. If there are 2 piles of blocks, one pile has 3 very large blocks and another pile has 3 very small blocks, they need to understand that the amount of blocks is the same regardless of the size. Similarily, lets say you spread out 7 pennies and the make another pile of 7 pennies that takes up a very small space. The child needs to know that the number of pennies is still the same regardless of the space that it takes up.
Just because a child can count to 10 or 20 or 50 doesn't mean they have all the number concepts in place. All too often, a child counts by memory (rote) and doesn't have the 1 to 1 matching or understand the quanitity when asked to compare to piles.
When working on teaching all of the above concepts, use blocks, coins, beads etc. Use open ended questions. For instance, when you've asked the child if there are as many in this pile as the other pile, be sure to ask 'How do you know?'
We have talked about 5 very important concepts that children require before moving into addition and subtraction. Children needs lots and lots of practice with these 5 concepts, 10 minutes daily on activities to support these concepts will help the child be prepared for kindergarten. Once again, these 5 concepts are:
- Classifying objects based on an attribute (thin, thick, color, shape, size etc.)
- Determining the relationship between 2 sets (as many as, more than, less than and by how many more than etc.)
- Number Conservation (regardless of the items being larger, smaller or spread out, the amount stays the same)
- Ordering sets based on more than, less than, same as.
- Extending and making basic patterns.(A, B, A, B, red, red, blue, red, red, blue etc.)
