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

CME Group Community Foundation

 

 

Outdoor Play: Over/Under
 
Math Component Routine
  • Geometry
  • Operations and Algebra
  • Outside Play

 

 

Increase your knowledge
Print this lesson (PDF file)
Share with parents (Word DOC)
Comment on this lesson

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:

Blanket
Stroller or carrier

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:

Outdoor play

Young infants learn about OVER and UNDER by listening to the language you use when describing where things are in relation to one another.  Enjoy a walk outside together as you notice and talk about things that are OVER and UNDER. Look where the infant is looking and talk about things that her eyes are focusing on. Point to objects the infant is looking at and talk about them in relation to OVER and UNDER.  If the infant is looking at a tree, talk about the clouds or airplane OVER the tree and the cat or pinecones UNDER the tree. The infant will notice things that are OVER like birds, helicopters, and the sun and things that are UNDER like flowers, squirrels, sticks and rocks.

 

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:

Blanket
Stroller

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:

Outdoor play

Enjoy a walk outside together as you notice and talk about things that are OVER and UNDER. Point to interesting things outdoors that are OVER and encourage the infant to look where you are pointing. If you notice an airplane flying OVER the tree, point to the airplane and excitedly encourage the infant to find the airplane. Say, “Zooooom! The airplane flies OVER the trees!”  Point to interesting things that are UNDER and encourage the infant to look where you are pointing. Say, “Meow, meow! The cat is UNDER the mailbox.” You may notice other things that are OVER like birds, helicopters, and the sun and things that are UNDER like flowers, squirrels, sticks and rocks.

 

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:

Climber
Outdoor toys, like shovels or rakes

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:
Interactions

 

Reflections on this Lesson

How might you teach the math lesson  - OVER and UNDER  - during other daily activities and routines?

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

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

 

 


 

Empty speech bubbleComment on this lesson

 

 

 

 

To report a problem with the site, please email us.

© 2011. M.A.T.H.