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

CME Group Community Foundation

 

 

Playtime: Under/Over
 
Math Component Routine
  • Geometry
    Operations and Algebra
  • Indoor playtime

 

 

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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:

Washcloth or cloth diaper

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:

Playing peek-a-boo with a young infant is a great time to introduce the math concepts of UNDER and OVER.  When the infant is lying on her back and you are sitting facing the infant, cover your face with the washcloth, remove the washcloth and say “peek-a-boo, (state your name) was UNDER the washcloth.” 

Gently cover the infant’s face with the washcloth and remove say “peek-a-boo (child’s name) was UNDER the washcloth.” 

Repeat as long as the infant is enjoying the activity.

 

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:
  • Washcloth or cloth diaper
  • Squeaky toy or any other safe small toy

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:

Peek-a-boo:

Infants at this age will begin to actively participate in peek-a-boo.  While the infant is lying on her back on the floor or sitting up, gently cover the infant’s face with the washcloth and wait a few seconds to see if the infant removes the cloth, if she doesn’t remove the cloth bring her hand up to the cloth and help her remove it then say “peek-a-boo, (child’s name) was UNDER the washcloth.” 

Repeat the activity as long as the infant is enjoying it.

Hide and seek with a toy:

Show the infant an interesting toy, one that squeaks works well for this activity.  Let the infant play with and explore the toy for a minute.  Hold out your hand and say “give me the (name of the toy)” wait to see if the infant offers you the toy, if not gently take the toy from the infant repeating “give me the (name of the toy).”  While the infant is watching partially cover the toy with the cloth. Say, “I am putting the cloth OVER (name of toy).”  Ask the infant “where is the (name of toy)? It’s UNDER the cloth.”  Wait to see if the infant removes the cloth, if not remove the cloth and say “(name of the toy) was UNDER the cloth.” 

While the infant is watching completely cover the toy with the cloth. Say, “I am putting the cloth OVER (name of toy).”   Ask the infant “where is the (name of toy), it’s UNDER the cloth.” Wait to see if the infant removes the cloth, if not squeak the toy and remove the cloth and say “(name of the toy) was UNDER the cloth.”  Allow the infant to play with the toy for a minute.

Repeat the game as long as the infant is enjoying it.

 

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:
  • Washcloth or cloth diaper
  • Squeaky toy or any other safe small toy

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:

Peek-a-boo:

Older infants will often initiate a game of peek-a-boo. While is sitting on the floor hand the infant a cloth and say “let’s play peek-a-boo.” Wait for the infant to initiate the game by putting the cloth over or near her face.  Ask “where is (child’s name)?”  Say “(child’s name) is UNDER the cloth.”  Wait for the infant to move the cloth.  Say “(child’s name) was hiding UNDER the cloth.”

Repeat the activity as long as the infant is enjoying it.

Hide and seek with a toy:

Show the infant an interesting toy, one that squeaks works well for this activity.  Let the infant play with and explore the toy for a minute.  Hold out your hand and say “give me the (name of the toy)” wait for the infant to offer you the toy or give you to toy.  While the infant is watching completely cover the toy with the cloth. Say, “I am putting the cloth OVER (name of toy).”   Ask the infant “where is the (name of toy)? It’s UNDER the cloth.”  Wait for the infant to remove the cloth.  If the infant does not remove the cloth, squeak the toy and wait again for the infant to remove the cloth.  Say “(name of the toy) is UNDER the cloth.”   Wait for the infant to remove the cloth, once the infant removes the cloth point to the toy and say “you found the (name of toy), it was UNDER the cloth.” Allow the infant to play with the toy for a minute.

Repeat the game as long as the infant is enjoying it.

 

 

Reflections on this Lesson

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

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

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

 


 

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