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

CME Group Community Foundation

 

 

Mealtime: More/All Done
 
Math Component Routine
  • Numbers and Operations
    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:

After burping the infant, bring the partially-full bottle back to the infant and ask, “Do you want MORE?”
When the infant looks at the bottle or reaches for the bottle, say, “Oh,
(Infant’s name) wants MORE.” Then, give the infant MORE.
If the infant looks away or arches away or pushes the bottle away, say, “Oh, (Infant’s name) is ALL DONE.”

Take off the bib to show that the routine is over, repeating, “ALL DONE” in a sign-song voice.

Spoon-Feeding:

Show the infant the bowl with food and a spoon. After first bite, hold the bowl and spoon up and say, “Do you want MORE?” When the infant looks at the spoon and opens the mouth, say, “Oh, (Infant’s name) wants MORE.” Then, give the infant MORE.
If the infant looks away or arches away or pushes the spoon away, say, “Oh, (Infant’s name) is ALL DONE.”

Put the food away, take the bib off to show that the routine is over, repeating, “ALL DONE” in a sign-song voice.

 

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 and finger foods

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:

Pour only small amounts in the sippy cup.  When the infant takes a break or the cup is empty, ask, “MORE or ALL DONE?”
Wait for the infant to respond by vocalizing, gesturing, pointing, reaching, or pushing away.

If the cup is empty, turn the cup upside down and say, “The water is all gone.” Either pour MORE water and repeat asking “MORE or ALL DONE” or put the cup away saying or singing, “Water is all gone. (Infant’s name) is ALL DONE with water. Bye-bye water.”

Spoon Feeding:

Place a small amount of food in the bowl. Pre-load a small amount of food on the spoon and give the spoon to the infant.  After the infant takes the food off the spoon, Ask, “MORE OR ALL DONE?” Hold out your hand and wait for the infant to show you they want MORE or ALL DONE by using vocalizing, gesturing, pointing, giving you the spoon, or pushing away.  If the infant drops the spoon on the floor, pick up the spoon and ask, “MORE or ALL DONE” and respond to the infant’s signals.

When the bowl is empty, turn it upside down and say, “The food is all gone.” Either put MORE food in the bowl and repeat asking “MORE or ALL DONE” or put the bowl away saying or singing, “Food is all gone. (Infant’s name) is ALL DONE. Bye-bye food.”

Finger Foods:

Offer the infant 1 or 2 pieces of a finger food.  When the infant is finished, say, “MORE or ALL DONE?” Wait a minute to see if the infant requests MORE or shows you ALL DONE with vocalizations, gestures, pointing, reaching, or pushing away. If the infant requests MORE, then say, “MORE cheerios.” And give the infant 1-2 MORE cheerios. When the infant shows signs of being ALL DONE or the food is all gone, say, “ALL DONE” and remove the high chair tray to show that meal time is ALL DONE, saying or singing, “Food is all gone. (Infant’s name) is ALL DONE. Bye-bye food.”

 

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:
  • 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:

Pour only small amounts in the cup.  When the infant takes a break or the cup is empty, ask, “MORE or ALL DONE?” Wait for the infant to respond by using the words “MORE” or “ALL DONE”, signing, pointing, reaching, or pushing away. If the cup is empty, turn the cup upside down and say, “The water is all gone.”

Either pour MORE water and repeat asking “MORE or ALL DONE” or put the cup away singing an “ALL DONE” song.

Spoon Feeding:

Place a small amount of food in the bowl and give the spoon and bowl to the infant.  Allow the infant to finish the food.  Then ask, “MORE or ALL DONE?” Wait for the infant to respond by using the words “MORE” or “ALL DONE”, signing, pointing, reaching, or pushing away.

Turn the empty bowl upside down and say, “The food is all gone.” Either put MORE food in the bowl and repeat asking “MORE or ALL DONE” or put the bowl away singing an “ALL DONE” song.

Finger Foods:

Offer the infant only two types of food, one to two pieces of each.  When the infant is finished wait a minute to see if the infant requests MORE.  When the infant makes a request, say, “MORE chicken” as you give the infant MORE chicken.
If the infant does not request MORE on her own, ask, “MORE chicken or MORE sweet potato.”  Wait for the infant to respond by using words, signing, pointing or reaching.

When the infant shows signs of being ALL DONE or the food is all gone, say, “ALL DONE” removing the high chair tray to show that meal time is all done and singing an “ALL DONE” song.

 

Reflections on this Lesson

How might you teach the math lesson-MORE and ALL DONE during other daily activities and routines?

What books do you have in your infant care setting, that include the math concept – MORE and ALL DONE?

What songs or finger plays do you typically use in your infant care setting support the math concept – MORE and ALL DONE?

 


 

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