Six… why six? I wanted to provide some activities you can play with a die and well that is the numbers 1-6!
Roll and write. Create a grid paper and number it 1-6. As your child rolls the die, they fill in the grid with that number. You can have them use a pencil, crayon, marker or other writing tool. They can use the same color or a different color for each number, OR a different color for each row… make it fun!
Roll a watermelon. Draw, or have your child draw, a series of watermelon slices without seeds. Draw a line under or next to each watermelon. Have your child roll a die and then write the numeral on the line. Next, they need to draw that many seeds in the watermelon slice. I typically make more than 6 so that you can have duplicate numbers.
The photos for this activity didn’t want to load… grr! But, you can find them on my Instagram @mydayinpre_k
I did not get around to posting my topic post yesterday. Oops.. oh well I’ll call it a Mother’s day pass.
This week I have provided my students activities that deal with bubbles. Who doesn’t love bubbles? I will share links to stories and science videos tomorrow during topic Tuesday.
Here are two fun games to play with numbers and bubbles.
Count the bubbles… yep that’s it. Children at this age love an excuse to count. So blow bubbles and have them count the bubbles as they pop them. Or work on blowing bubbles and have them count the number of bubbles they can blow. Want to make it a challenge? Set a timer and each person blows bubbles for 2 minutes or so. See who can count more in that time frame.
This is a fun game that can be adapted in so many ways.
game board, this can be done on a piece of paper, or even on your sidewalk with chalk!
counters/markers (outside you can use rocks, inside anything you can put on top, clear or little are better)
Roll the dice. Add them together. Find the number on the board and cover that number. Now it is the next players turn. He/she rolls. They also cover a number, but if they roll the same number they can choose to put their piece on an uncovered number or bump their opponent off the number. (if player A rolled a 5 and player B has a piece on a 5, player A can put their piece on that 5 and take player B’s piece off the board). If you do not want to get bumped, you can double stack your piece (by rolling the same number twice). The first person to cover 5 numbers wins. (adaptation, cover the whole board and then the person with the most covers wins)
One last fun thing to do… ok, yes I said 2, but you get a bonus this time. If you have play dough, then this is a fun game for your child.
Pop the bubbles
Have your child write the numbers 1-12 or 0-10 or whatever combination of numbers you want to work on today. Give your child play dough and have him/her make play dough bubbles to match the number. Now go back and pop (squish) the bubbles to check your counting. Another skill you could practice is counting down. Have your child count up as they make the “bubbles” and then count backwards while “popping” them.
There are many different concepts that are taught in the early years to help set children up to master addition. We teach addition concepts without using the words addition, adding or even plus. Children at this age understand the concept of putting together. They understand AND. They do not need to, but often do, master addition facts and enjoy these concepts.
Here are a few games that you can play to work on early addition skills.
Frog jump on a number line-
materials: ruler/yard stick, die (dice), and a frog
Have your frog start off the end of your ruler. Roll the die and have your frog jump up that many spaces. 0 And 3 more puts your frog on 3. Roll again 3 and 4 more jumps lands your frog on 7. (this is the concept of adding on a number line).
So, here is the big thing I want you to work on with this skill…. the most important skill at this age, have your child count on from their start point. Children at this stage of math development struggle with counting if the do not start at 1 each time. They need to work at a skill called counting on. So with the second example, they would say 3, 4, 5, 6, 7. If they are struggling to count jumps and count at the same time, put a piece of paper or other writing device (white board would be great as it can be used over and over) under the ruler. Draw out the jumps, but don’t move the frog. Now, have your child count on as he/she moves the frog forward.
Frog and Flies
Materials- paper, marker, something to be frogs and flies, 2 dice (two different colors would work best)
Draw a 2 x 6 grid on a sheet of paper.
Have your child roll the dice. Once die will represent frogs and the other one flies.
Have your child add the frogs and flies to the grid based on the number they roll. 2 frogs and 4 flies makes 6. You can easily flip this and compare to see more and less. I have 2 frogs and 4 flies, so I have 2 more flies than frogs.
This game works on a few skills. First it works on one-to-one correspondence. Putting one frog/fly for each number on the dice, then putting them into one box at a time…. AND comparing based on the columns are all levels of one-to-one correspondence.
Remember these are introductory skills and are not expected to be mastered, but played with and experienced
This week we will be working on things to do with the weather. So for today’s math activity I decided to create a roll and cover/color activity. You can do the same skill with either covering the numbers or coloring in the spaces.
The rainbow picture I used on die and created a roll and color. I drew out a rainbow and filled the spaces with the numerals 1-6. The child will then roll the die and color based on the number they roll on the die. The goal is for your child to be able to look at the dice dot configuration and know what number it represents without counting. You also want your child to quickly recognize which numeral matches the number of dots.
In the umbrella picture, I drew raindrops (ok some look like hearts, but hey it is what it is). On each raindrop I wrote the numerals 2-12. For this set you would use two dice and have your child roll both. If your child understands addition, they can use addition facts. If not, have your child find the bigger die, in this case 6, then count up on the smaller one, 6, 7, 8. This is the counting on property. It is a beginning step of addition. If your child is confident in the dice configuration of the numbers 1-6, they should be able to move onto this concept. It might take a bit of practice to not start counting at one, but it is a key skill needed for addition.
This same concept can be used with more than two dice, or even to practice multiplication. If your child is working on multi digit numbers, you could have two different color dice and the blue is the first digit and the green is the second and they have to say that 46 is forty-six or 51 is fifty one for example.