Math Resources

According to the Georgia Department of Early Care and Learning (2011), mathematical lessons in Pre-K need to engage a child’s natural curiosity. The lessons should engage children to explore mathematical ideas such as numbers, shapes, patterns, and space. Counting concepts are introduced and built on using daily routines and activities to reinforce the concept of one-to-one-correspondence. For example, counting the number of children present and/or absent, counting how many snacks are needed, how many steps to the door, how many pencils does our small group need. These are all activities that can be done on a daily basis as the children are moving from one activity to another. Children extend their understanding of patterns by participating in group read alouds of predictable books such as Brown Bear, Brown Bear What Do You See? Children can build on their knowledge of patterns by seeing patterns in their environment, the use of classroom materials, and engaging in hands-on patterning activities.

Children develop their understanding of size and measurement by exploring the use of non-standard or standard ways of measuring objects and/or people in the classroom. For example, how many counting bears does it take to reach from one end of the table to the other end, who is taller, how many steps does it take to walk across the carpet are all ways to introduce the concept of size and measurement. Throughout the activities teachers are introducing mathematical language such as who has the most blocks, who has the same amount, who has the least amount, how many in all, if I take two blocks away how many are left are just a few example of the mathematical language teachers need to use through the course of a day. According to the Georgia Department of Early Care and Learning (2011), the experience of developing mathematical reasoning and concepts through the use of hands-on activities and materials, “lays the foundation for later abstract thinking.” (p. 23)
 According to Nevada Pre-Kindergarten Standards (2010),

“Goals of Pre-K Mathematics:

  • Children develop an understanding of number and number sense. 
  • Children develop knowledge of spatial concepts; e.g., shapes and measurement. 
  • Children develop understanding of patterns and relationships. 
  • Children develop knowledge of sequence and temporal awareness. 
  • Children develop the ability to use mathematical knowledge to sort, classify, represent, communicate, and solve problems.

Teacher’s Role:

  • Encourage children to experiment with counting 
  • Sing songs that encourage counting. 
  • Model counting of objects. 
  • Provide many opportunities throughout the day for counting concrete objects. 
  • Ask children to answer the question, “how many?” in relation to various concrete objects. 
  • Play counting games. 
  • Read books that feature counting or numbers. 
  • Consistently provide materials to promote counting. 
  • Provide children with opportunities to match object with numbers. 
  • Model the connection between a counting word/number and an object.” (pp 22-23)
Download >> Georgia’s Pre-K Program and Best Practices: MathDevelopment Continuum

Math Vocabulary >> Sorting words such as biggest, bigger, big, classify, order, sequence are just a few of the vocabulary words listed to introduce to Pre-K students through everyday activities and routines. If you would like to download the complete list of math vocabulary words simply click on the lick below.
Download >> Pre-K Math Vocabulary List

Activities for Your Day

Getting Up in the Morning

Jordan was getting dressed slowly so Mommy decided to try something new. "Jordan," said Mommy, "if you can get ready and be in the kitchen in 15 minutes, you can pick out whatever cereal you like." Jordan was ready in 10 minutes.
  • When you get your children up in the morning, ask them to stretch as high as they can. Then let them hop or crawl across the room. Even sleepyheads can have fun using their muscles, and these movements help them understand themselves in space. 
  • Morning is a good time for children to learn that some things take longer than others. Use a timer or hourglass that is set to a given number of minutes and see if your children can get dressed in that amount of time. They can try to do other activities in that same amount of time. 
  • If you don't have a timer of some kind, count out loud evenly..."1 second, 2 seconds..." as children get dressed to see how many seconds it takes them to get dressed. Children will hear the numbers, which will help them learn to count, and they will begin to develop a sense of duration. 
  • When your children get dressed, ask them to match the colors of their clothes. "Let's wear yellow today. Can you find your shirt with the yellow duck?" As they get older, ask them to look for patterns in their clothing. There can be patterns with alternating colors, stripes or plaids, squares or circles, or pictures—like big flowers followed by little flowers. Ask children to find and describe patterns, "My shirt has a pattern. It is red, blue, red, blue." Patterns are tools that we use to solve problems because they help us predict what comes next. 
The information list above was taken directly from Early Childhood: Where Learning Begins - Mathematics - June 1999. For more activities or ideas go to:

Book List

Click on the books' title to purchase a copy from

To purchase a copy from click on the link!Anno’s Counting Book by Mitsumasa Anno. First there is an empty field. Then it is January, the first month of the year. All alone in the snow stands 1 yellow house. In front, 1 child builds a snowman. Behind the house is 1 tree and 1 black cow. Now, five months later, it is June. There are 6 buildings in the field, 6 children playing, and 6 adults working. One adult tends 6 ducks. Another drives a trains with 6 cars. From 1 to 12, through the months of the year, the town grows. More houses and trees and animals and people can be seen until December arrives with all its magic.

To purchase a copy from click on the link!Chicka Chicka 1,2,3 by Bill Martin
1 told 2
and 2 told 3,
"I'll race you to the top of the apple tree."

One hundred and one numbers climb the apple tree in this bright, rollicking, joyous book for young children. As the numerals pile up and bumblebees threaten, what's the number that saves the day? (Hint: It rhymes with "hero.") Read and count and play and laugh to learn the surprising answer.

To purchase a copy from click on the link!

Miss Spider’s Tea Party and Counting Book by David Kirk Count from one to 12 with Miss Spider and her friends!

To purchase a copy from click on the link!Ten Terrible Dinosaurs by Paul Strickland
A group of frolicking dinosaurs counts down from ten to one as it introduces subtraction to the reader.

To purchase a copy from click on the link!

The Grouchy Ladybug by Eric Carl
The book is about a bad tempered ladybug who challenges an aphid to a fight. As the book progresses so do the size of the animals and the page. Also, each page   indicates the time of day.

Teacher Resources (A Math Dictionary for Kids by Jenny Eather) (National Council of Teachers of Mathematics online games and lesson plans.) (Who Measures What in Our Neighborhood?) (National Association for the Education of Young Children (See Position Statement on School Readiness and Signs of Quality Programs) (Teachers and Families Working Together) This is a wonderful site with a lot of FREE worksheets, book lists and activities that can be used in the classroom or at home. (Teachers First is a rich collection of lessons, units, and web resources designed to save teachers time by delivering just what they need in a practical, user-friendly, and ad-free format. Busy teachers, parents, and students can find resources using our robust search tools.) (Pics4Learning is a safe, free image library for education. Teachers and students can use the copyright-friendly photos and images for classrooms, multimedia projects, web sites, videos, portfolios, or any other project in an educational setting.)

Parent Resources Your home is full of opportunities to explore math with your child and, at the same time, build his or her self-confidence and understanding of mathematical ideas. This is a chance for you and your child to "talk math" that is, to communicate about math while discovering relationships between numbers. Being able to describe mathematical patterns and relationships, such as those between "addition and subtraction" or "odd and even numbers," is important to later success in math.

The activities in this section are intended to be enjoyable and inviting and use items that can be found in your home. While doing the activities, keep in mind that an understanding of math and a sense that math is enjoyable will help children develop skills that they will need for success their entire lives. (Parents as Teachers National Center) (PBS) (Practical Parenting Partnerships) (National Education Association) Helping Your Child with Today's Math (National Coalition for Parent Involvement in Education) (National Parent Involvement Network) (Parent Teacher Association) (Activities for parents to do with their children) (No cost math activities for parents to do with their children)

Children's Online Math Games (A website with online math games. Parents will have to help younger children navigate to the games.) (List of age appropriate math games for preschool and kindergarten aged children.) (Free elementary and preschool math activities, educational and interactive online math games and lessons.) (A collection of FREE online games for Pre-K children. There are more than just math games listed here.) (Preschool math can be fun! Start them on simple math games and activities and watch them grasp new concepts with ease. )

*As of April 29, 2012 all of the above links are working. If you notice a broken link please let me know and I’ll update the list.


Clipart images compliments of ...

Content Standards. (2011). Retrieved April 27, 2012, from Georgia Department of Early Care and Learning:, p 23.

Nevada Pre-Kindergarten Standards. (2010). Retrieved April 27, 2012, from Nevada Department of Education:, pp 22-23.

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