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Mealtime: Full/Empty
 
Math Component Routine
  • Operations and Algebra
    Measurement
  • Meal Time

 

 

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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:
  • Bib
  • Bottle
  • Spoon
  • Bowl
  • Pureed fruits and vegetables

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:

Bottle-Feeding:

Show the infant her FULL bottle, say “(child’s name) your bottle is FULL.”

When the baby looks at the bottle or reaches for the bottle, say, “Oh, you want your FULL bottle.”  Give the infant her bottle.   When the infant finishes the bottle, show the infant the EMPTY bottle, say “bottle is EMPTY, we are all done.”

Spoon-Feeding:

Show the infant the bowl with food and a spoon. Hold the bowl up and say, “the bowl is FULL.” When the infant looks at the spoon and opens her mouth, give her a spoonful of food.  Show the infant the spoon and say “the spoon is empty.”  During the feeding show the infant the spoon and say “FULL spoon” as you scoop food onto the spoon and say “EMPTY spoon” after each mouthful.  When the infant finishes the bowl of food, show the infant the EMPTY bowl and say “(child’s name) bowl is EMPTY, we are all done.”

 

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:
  • Sippy cup
  • Bib
  • Spoon
  • Bowl
  • Food – mashed food

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:

Cup Drinking:

Fill a small sippy cup with breast milk or formula.  Show the infant her FULL cup and say “(child’s name) cup is FULL.”  Wait for the infant to reach for the cup or vocalize. When the infant is finished drinking, turn the cup upside down and say, “the cup is EMPTY, we are all done with milk.”

Spoon Feeding:

Fill a small bowl with food.  Show the infant the bowl of food and say “(child’s name) bowl is FULL.”
Pre-load a small amount of food on the spoon, give the spoon to the infant and say “the spoon is FULL.” 
After the infant takes the food off of the spoon say “the spoon is EMPTY.”  Hold out your hand and wait for the infant to offer you the EMPTY spoon.  Pre-load the spoon again and give the spoon to the infant and say “the spoon is FULL.”
Repeat the process until the infant finishes the meal.  When the bowl is empty, turn it upside down and say, “the bowl is EMPTY, (child’s name) is all done.”

 

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:

Materials

  • Cup
  • Spoon
  • Bowl
  • Table food
  • Bib

 

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:

Cup Drinking:

Fill a small sippy cup with breast milk or formula.  Show the infant her FULL cup and say “(child’s name) cup is FULL.”  Wait for the infant to reach for the cup or vocalize and hand the cup to the infant. If the infant can, allow her to use the cup on her own. When the infant is finished drinking, help her turn the cup upside down and say, “the cup is EMPTY, we are all done with milk.”

Spoon Feeding:

Fill a small bowl with food.  Show the infant the bowl of food and say “(child’s name) bowl is FULL.”
Allow the infant to fill her spoon on her own or pre-load a small amount of food on the spoon and give the spoon to the infant and say “the spoon is FULL.”  After the infant eats the food off of the spoon say “the spoon is EMPTY.”  Hold out your hand and wait for the infant to offer you the EMPTY spoon.  Pre-load the spoon again and give the spoon to the infant and say “the spoon is FULL.”
Repeat the process until the infant finishes the meal.  When the bowl is empty, turn it upside down and say, “the bowl is EMPTY, (child’s name) is all done.”

 

Reflections on this Lesson

Ask yourself:

"How might I teach FULL and EMPTY during other daily activities and routines?"

"What books do I have in my child care setting that include the math concepts – FULL and EMPTY?"

"What songs or finger plays do I typically use in my child care setting that support the math concepts – FULL and EMPTY?"

 


 

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