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

CME Group Community Foundation

 

 

Yummy Cookie Fun
Children will match numerals with the correct quantity of chips on the cookie.
 
Content Area Standard Target
  • Number and Operations
  • Understand numbers, ways of representing numbers, relationships among numbers, and number systems
  • Count with understanding and recognize "how many" in sets of objects
  • Connect number words and numerals to the quantities they represent, using various physical models and representations
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Obtain materials Obtain the Materials
 
  • Counting cookies (These items are in the math kits and can also be home made with construction paper and an empty container for the cookie jar)
  • Cookie Count: A Tasty Pop-up by Robert Sabuda (or other suitable book)

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.

   
Introduce the activity Introduce the Activity
 
  1. Read: Cookie Count: A Tasty Pop-up by Robert Sabuda - As you read be sure to model/demonstrate one-to-one correspondence when counting cookies to either introduce or reinforce this concept.
  2. Show children the jar with Cookie Counters.
  3. Explain that these cookies are not for eating but are for playing.
  4. Show children the two types of cookies in the jar - those with numerals and those with chips.
  5. Hold up each cookie with a numeral on it and choose different children to tell you what number the numeral represents.
  6. Hold up each cookie with chips on it and choose different children to count the number of chips. Make sure children are using one-to-one correspondence as they count out loud.
  7. Say:“Some of the cookies in the jar have numerals written on them and some have chips on them. We are going to count the “chips” on the cookie and see if there is a cookie with a numeral on it that matches the number of “chips” in the cookie." 
   
Engage the children Engage the Children
 
  1. Place all cookies with chips on them in the cookie jar.
  2. Choose one child to come up and pick a cookie out of the jar.
  3. Ask the child to count the number of chips on the cookie he or she picked.
  4. Choose a second child to come and identify the cookie with the correct numeral on it - the one that matches the number of chips.
  5. Ask the group if these two children have matching cookies - the number of chips on one cookie matches the numeral on the other cookie.
  6. Continue choosing children to take turns drawing out a cookie, counting the number of chips, and identifying the matching cookie with the numeral until all cookies have been selected from the jar.
  7. Extend children's vocabulary as you can by asking them to compare two cookies with chips (or with numerals) and asking
    • "Which cookie has "more" chips?"
    • "Which cookie has "fewer" chips?"
  8. Additional ideas for extensions are:
    • Create a memory game by flipping the cookies over so you cannot see the “chips” or the numbers.  Have the child take a turn flipping over two cookies.  If the cookies have the same amount of “chips” as the number cookie then they can keep the cookies.
    • Hold the cookies with the numbers on them and lay out the cookies with the “chips”.  Pick a number and have the child find the cookie with the matching number of “chips”.
   
Encourage vocabulary Encourage Vocabulary
 
  • More – A value that is higher or greater in number (e.g., "7 chips is more than 5 chips.")
  • Fewer/Less – A value that is smaller in number (e.g., "The cookie with 7 chips has fewer chips than the cookie with 9 chips.")
  • Numeral – The symbol used to represent a number or "how many" (e.g., "The numeral '2' represents the number of eyes I have.")

Glossary of MATH vocabulary

   
Make adaptations Make Adaptations
 

Supporting Children at Different Levels

Toddlers   Pre-K

Toddlers may:

  • Only want to count the cookies and not the chips on the cookie.
  • Want to place other items in the cookie jar.
  • Have difficulty sharing the cookie jar.

 

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Preschoolers may:

  • Want to do the activity with a friend.
  • Want to write the numerals.
  • Want to call the numerals numbers.

 

Home child care providers may:

  • Put different amounts of cookies in the jar and count them.
  • Provide different items to place in the cookie jar that the children can count.
  • Set a timer.

 

Home child care providers may:

  • Have each child take a turn taking a cookie out of the jar and decide if those chosen make a match.
  • Provide writing tools and paper.
  • Reinforce vocabulary through their own use of the word numeral.

 

   
Books Books
 
  • Who Took the Cookie From the Cookie Jar? by Bonnie Lass and Philemon Sturges (New York: Scholastic, 2000)
  • If You Give a Mouse a Cookie by Laura Numeroff (New York: Harper Collins, 1995)
   
Music and movement Music and Movement
 
  • Play “Who stole the cookie?"
    http://www.squidoo.com/who-stole-the-cookie
  • Sing “Five Cookies"
    http://www.bussongs.com
  • Play “Hot Cookie”
    Use a pretend object that represents a cookie.  Have the children sit in a circle.  They are going to pass the cookie around as music plays.  When the music stops, the person with the cookie gets to do a trick for the others (hop on one foot, roll on the floor, jump, etc.)
   
Outdoor connections Outdoor Connections
 
  • Give each child a card with a number on it.  The child needs to find objects from outside that match the number on his/her card. For example, 2 rocks, 5 sticks, etc.
  • If you are indoors or on a small payground, have the children cover their eyes.  Hide the cookies in the room. Make sure that you pick places that are safe for the children to look.  When all of the cookies have been hidden, the children can search for the cookies in the room and bring them to a central spot.  Once the cookies have been found, put the cookies together.  If a cookie does not have a match then the children need to find it.

 

   
Explore links Web Resources
 

 


 

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