Math in Early Childhood

Characteristics or qualities of objects, such as color, position, roundness, shape, size, number of corners; e.g., a child notices that the plate is round.

• patterns

• attributes

• classify

• match

The concept that objects remain the same in amount despite perceptual changes. For example, children who are able to conserve know that a cookie broken in half is equal in amount to another cookie left whole, or that a cup of milk (8 ounces) in a tall, narrow glass is equal to a cup of milk in a short, wide glass.

• cardinality

• operations

• matching

• conservation

Words that describe people, places, and objects in relation to other things or in the way an object is placed or arranged such as in, out, under, over, off, besides, behind, before, after, etc.; e.g., a child says, “I put the bowl on the table.”

• quantity

• processes

• positional terms

• seriation

A child who is able to count from 1-10 is using the same skill needed to count a group of 10 objects?

• true

• false

One-to-one correspondence

• identifying numerals by name.

• means matching a pair of items or objects

• the ability to match numbers to a group of objects or a group of objects to a number

• is reciting the number names in order from memory.

Rote counting

• counting by 2s, 5s, 10s, or other intervals, beginning with any whole number.

• is the ability to match numbers to objects or objects to objects

• identifying the number of objects in a group.

• is matching each number name to an object in a collection; synchronizing rote counting with one-to-one correspondence.

The written symbols that represents a number

• patterns

• numberal

• predictions

• nonstandard measurement

An example of nonstandard unit of measurement is

• using a ruler to measure a shoe

• using unfix cubes to measure items

• using a measuring tape to measure children's height

Printed signs that represent quantities or numerals in mathematics

• symbols

• patterns

• geometric shapes

• operations

Which of the following are do's for math in early childhood:

• use manipulatives

• incorporate math into all areas of the curriculum.

• make math real

• use worksheets