Math at Home Math Access for Teachers
and Home Child Care Providers

CME Group Community Foundation

 

 

Dressing: Same/Different
 
Math Component Routine
  • Geometry
  • Operations and Algebra
  • Data and Probability
  • Dressing
  • Preparing to Go Outside

 

 

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Make adaptations

Snapshot of Development: 0 to 6 Months

Play:

Infants begin by using their eyes to explore toys and then begin to use their hands and mouths to explore. Their play is primarily shaking, banging and mouthing. At the end of this stage, they begin to look for dropped toys and may find a partially hidden object.

Communication:

Young infants recognize their parents and familiar caregivers. They smile and laugh during playful interactions, such as peek-a-boo. They make early cooing and babbling sounds.

Motor:

When on their tummies, infants learn to hold their head up and reach for toys. They begin to reach and grasp for objects, beginning with the care-givers clothes and hair and then moving to toys and objects. At the end of this stage, many infants may help hold their own bottle and help bring the bottle to their mouths. They may also begin to take pureed food from a spoon.

 

Obtain materials Materials:

Infant’s socks
Infant’s hat or jacket

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

 

Engage the children Interactions:

Dressing for outdoors and indoors

Young infants understand SAME and DIFFERENT through routine.  The routine of getting ready to go outside and take a walk, putting on socks, a hat and a jacket, going out the door, being placed in and buckled into the stroller teaches the infant the concept of SAME. Show the infant her socks.  Say, “(child’s name) has two socks, they are the SAME, socks go on (child’s name) feet, feet are the SAME” as you put the socks on the infant.  Show the infant her hat and jacket.  Say, “this is your hat and jacket, they are DIFFERENT from each other, (child’s name) hat goes on your head and your jacket goes on your body, head and body are DIFFERENT.” 

When coming inside after playing outside talk with her about getting undressed now that you are inside.  As you take off the infant’s socks Say, “look, your socks are SAME, they are off (child’s name) feet, your feet are SAME.”  As you take off the infant’s hat and jacket Say, “hat and jacket are DIFFERENT, your hat comes off your head and your jacket comes off your body, head and body are DIFFERENT.”

 

Make adaptations

Snapshot of Development: 6 to 12 Months

Play:

At the beginning of this stage, play is mostly shaking, banging, and mouthing toys. By the end of this stage, infants begin to combine objects that go together in play. They reach for and hold two objects and may begin to reach for a third. Many infants will look for dropped toys and find partially and completely hidden toys. Many infants enjoy taking things out and putting things into containers.

Communication:

At this age, infants respond when their name is called. They may turn their head, make eye contact and sometimes smile and vocalize. They may look for family members and pets when called by name. They may respond to simple requests made with gestures, such as, “Come here,” and they may understand “No” or “Stop.” They may lift their arms to be picked up, clap hands, and wave bye-bye. They love to shout and squeal and may be babbling with many different sounds. They may be participating in and sometimes initiating peek-a-boo.

Motor:

During this stage, many infants begin to sit by themselves and play. They begin to move by rolling, crawling, and cruising. They pick up toys by using a raking motion with their whole hand and by the end of this stage they are using their fingers and thumbs to pick up small objects. They may feed themselves small bits of food.

 

Obtain materials Materials:

Infant’s socks and shoes
Infant’s hat and jacket

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

 

Engage the children Interactions:

Dressing for outdoors and indoors

 

Young infants understand SAME and DIFFERENT through routine.  The routine of getting ready to go outside and take a walk, putting on socks, shoes and a hat and a jacket, going out the door, being placed in and buckled into the stroller teaches the infant – SAME. Show the infant her socks.  Say, “(child’s name) has two socks, they are the SAME, socks go on (child’s name) feet, feet are the SAME” as you put the socks on the infant.  Repeat with shoes, if infant wears them.  Show the infant her hat and jacket.  Say, “this is your hat and jacket, they are DIFFERENT, (child’s name) hat goes on your head and your jacket goes on your body, head and body are DIFFERENT.”  Encourage the infant to put her hat on her head and cooperate and assist with putting on her socks, shoes and jacket.

When coming inside after playing outside talk with her about getting undressed now that you are inside.  As you take off the infant’s socks say, “socks are SAME, they are off (child’s name) feet, feet are SAME.”  As you take off the infant’s hat and jacket say, “hat and jacket are DIFFERENT, hat comes off your head and your jacket comes off your body, head and body are DIFFERENT.”  Encourage the infant to take off her socks and hat and cooperate and assist with removal of her shoes and jacket.

 

Make adaptations

Snapshot of Development: 12 to 18 Months

Play:

At the beginning of this stage, many infants are imitating the use of everyday objects, such as cups and spoons. This moves into early pretend play where the infant may feed you, or pretend to drink from a cup or eat off of an empty spoon. They also are great imitators and may enjoy imitating daily activities. They may enjoy putting multiple objects in containers and systematically searching for hidden toys and objects. Many infants will pat pictures in books and sometimes vocalize while looking at books.

Communication:

At the beginning of this stage, many infants begin to respond to one step directions, such as, “Give me the ball.” They may need gestures to help them understand the direction. At the end of this stage, many infants follow a related two-step direction without the help of gestures, such as, “Get the ball and give it to Daddy.” They may be pointing to ask for wants and needs and to ask you to name objects. At around 12 months of age, many infants say 1-3 words on their own and by the end of this stage may say up to 15 or more words. Many infants play turn-taking games at this stage.

Motor:

At the beginning of this stage, many infants are crawling and cruising to get around, and by the end of this stage, infants are walking with good balance. They may also enjoy walking while carrying large objects and pulling toys. When given a crayon for the first time, they may mouth the crayon or mark the paper. By the end of this stage, many infants are scribbling on paper. They may be starting to scoop food with a spoon and actually get some to their mouths. Infants may also be using a straw or open cup to drink.

 

Obtain materials Materials:

Infant’s socks and shoes (if she wears them)
Infant’s hat and jacket

Note: Small parts create a choking hazard for children. Make sure that all materials you choose to use for an activity or lesson with children meet safety requirements. Small parts are not appropriate for children who are 5 years of age or younger.

 

Engage the children Interactions:

Dressing for outdoors and indoors

Talk to the infant about getting ready to go outside.  Show the infant her socks.  Say, “(child’s name) has two socks, they are the SAME, socks go on (child’s name) feet, your feet are the SAME” as you put the socks on the infant.  Repeat with shoes.  Show the infant her hat and jacket. Say, “this is your hat and jacket, they are DIFFERENT, your hat goes on your head and your jacket goes on your body, your head and body are DIFFERENT.”  Encourage the infant to put her hat on her head and cooperate and assist with putting on her socks, shoes and jacket.

When coming inside after playing outside talk with her about getting undressed now that you are inside.  As you take off the infant’s socks Say, “your socks are SAME, they are off (child’s name) feet, and your feet are the SAME.”  As you take off the infant’s hat and jacket Say, “your hat and jacket are DIFFERENT, your hat comes off your head and your jacket comes off your bod. Your head and body are DIFFERENT.”  Encourage the infant to take off her socks, shoes and hat independently and cooperate and assist with removal of her jacket.

 

Reflections on this Lesson

How might you teach the math lesson  - SAME and DIFFERENT during other daily activities and routines?

What books do you have in your child care setting that include the math concept – SAME and DIFFERENT?

What songs or finger plays do you typically use in your child care setting support the math concept –SAME and DIFFERENT?

 

 


 

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