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Cc will reinforce basic skills such as eye-hand coordination and fine motor development. Cc will manipulate pipe cleaners to form shapes along various types of lines, helping them develop control and precision. We will organize the activity in small groups, starting with those who find pipe cleaners more challenging to manipulate. This will allow us to differentiate, support, and scaffold learning based on each beaver’s fine motor strength. Various materials will be provided to ensure that all Cc can explore, adapt, and strengthen their skills effectively.

Materials

Contact Paper

Paper

Markers

Piper Cleaners

Yarn

Glue stick

Poms Poms using Twizzer

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Roll & Draw: Making Hair with Lines

Children will receive a paper with a face outline, showing where the eyes, ears, nose, and mouth go—helping them understand facial features and placement.

Before beginning, they will be reminded to sit with good posture:

Feet flat on the floor

Back straight

One hand holding the paper

The other using the pencil with a proper grip

Next, they’ll roll a special dice with different line types (zigzag, wavy, curly, straight), and use the line they roll to draw the hair on the head.

This activity encourages:

Body and spatial awareness

Fine motor skills

Good posture and pencil control

Creativity and line recognition

Materials

Dice

Paper

Markers

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Students will develop early literacy skills by focusing on the formation, sound, and identification of uppercase and lowercase H and E through phonics, gross motor play, and sensory writing. Students take turns rolling a custom dice with uppercase and lowercase H and E on its faces . Using hopscotch board, students will jump to the correct letter they rolled. The board should include a mix of uppercase and lowercase H and E in random order. After hopping, students will pick a picture card that starts with the same letter and trace the letter they rolled in a tray of colored salt or sand, reinforcing letter formation and fine motor skills.

Prompt questions:

Is that a big letter (uppercase) or small letter (lowercase)?

What sound does that letter make?

What does your picture card show? What sound does it start with?

Can you think of another word that starts with the same sound?

Differentiation:

Provide visual cues.

Model letter sound and tracing before independent work.

Allow finger tracing before using salt/sand.

Pair with a peer or adult for scaffolded help.

Ask students to name a second item that starts with the same letter sound.

Invite them to write the letter with a pencil or marker after salt tray tracing.

Materials:

dice with the letters: H, h, E, e

Hopscotch board,

Picture cards

Trays with colored salt or sand for letter tracing

Optional: dry-erase boards or paper for writing practice

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In this activity, Cc are given a template of paper with circles made up of colored dots (similar to the image). Each set of dots is a different color, and the dots are arranged in a circular or pattern-like shape.

Children use markers or crayons to draw lines connecting the dots of the same color.

Materials:

Markers and Crayons

Paper

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Dot their initial letter and the put the clothe pin with the letters

Students will strengthen fine and gross motor control, visual discrimination, eye-hand coordination, visual perception, and initial letter recognition by participating in a focused dot-painting activity. The will use cotton swabs and paint to carefully follow dot patterns forming a drawing that begins with their initial letter. This activity encourages precision and control, helping students develop foundational visual and motor skills necessary for writing and reading.

Prompt Questions

Where should we start dotting this letter?

Are your dots inside the circles?

What happens if we dot too far outside the lines?

Would you like to try another letter? Which one?

Differentiation:

Provide hand-over-hand guidance or model alongside the student.

Allow students to trace with fingers before using the cotton swab.

Use verbal cues (e.g., “Start at the top,” “Go down,” “Now across”).

Challenge them to form the letter without dots after completing the guided version.

Encourage use of color patterns in their dotting.

Materials:

dotted paper, cotton swab and paint

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Students will work on numerical awareness, eye hand coordination and fine motor skills, by rolling the dice, counting the tally marks on the clothe and hanging them on the correct number. Materials: -water table, -foamix cloth -clothe pins

Prompt questions :

What number do you see?

How many cubes did you stack?

Are all of your towers the correct height?

Differentiation Strategies:
To accommodate varying developmental levels, numbers 1 through 3 will be used for children requiring additional support. For children who demonstrate advanced number skills, the activity may be extended by introducing color or pattern variations in their cube towers, thereby increasing cognitive demand and fostering pattern recognition.

Materials Required:

Number mats (individual cards or laminated sheets displaying numerals)

Linking cubes (variety of colors).

clothe pins and boards.

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Students will work on basic skills such as eye-hand coordination, motor control, and fine motor skills by using droppers to fill pop-its with colored water.

Prompt Questions:

What happens when you let go of the dropper in the water?

Can you mix two colors? What happens?

What can you do if the dropper doesn’t pick up the water?

Which pop-it bubble will you fill next?

Differentiation Strategies:

Use larger droppers or pipettes that are easier to squeeze.

Provide visual cues or step-by-step demonstrations.

Encourage them to create patterns (e.g., red-blue-red-blue).

Introduce a timer for a fun challenge in control and speed.

provide different materials such as playdough and pompoms.

materials:

popits, twezzers and droppers.

pompomps and play dough.

colored water.

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CC are invited to practice their scissor skills by cutting along lines printed on brightly colored paper strips. Each strip features a different type of line to challenge and develop hand-eye coordination and cutting precision. The lines include:

Straight lines (vertical or horizontal)

Curvy lines

Zigzag lines

Wavy lines

Stair-step or dashed lines

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Students will work on numerical awareness, eye hand coordination and fine motor skills, by rolling the dice, counting the tally marks on the clothe and hanging them on the correct number. Materials: -water table, -foamix cloth -clothe pins

Prompt questions :

What number do you see?

How many cubes did you stack?

Are all of your towers the correct height?

Differentiation Strategies:
To accommodate varying developmental levels, numbers 1 through 3 will be used for children requiring additional support. For children who demonstrate advanced number skills, the activity may be extended by introducing color or pattern variations in their cube towers, thereby increasing cognitive demand and fostering pattern recognition.

Materials Required:

Number mats (individual cards or laminated sheets displaying numerals)

Linking cubes (variety of colors).

clothe pins and boards.

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SS will develop finger strength, bilateral coordination, and problem-solving skills by removing rubber bands from a wrapped box to “rescue” a small surprise item hidden inside. As they stretch and pull bands of varying resistance, SS work on building hand muscles essential for writing and self-help tasks, while also engaging in playful exploration.

Skill:

Fine motor strength and bilateral coordination

Problem-solving and persistence

Hand-eye coordination

Materials:

Small box (e.g., tissue box or gift box), ideally wrapped for appeal

Assorted rubber bands (thick/thin, tight/loose)

Small object hidden inside (e.g., toy, letter card, tiny eraser)

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LISTEN AND FOLLOW THE INSTRUCTIONS

Students will demonstrate listening comprehension by following oral instructions to complete tasks like coloring, circling, and marking on a template.

Description:
Students will receive a template with simple images (e.g., shapes, animals, body parts, classroom objects). The teacher or an audio recording will give clear, simple commands (e.g., “Color the star red,” “Circle the cat,” “Put an X on the sun”), and students will follow each instruction step by step.

This activity supports listening skills, language comprehension, and fine motor coordination.

How It Works:

1. Hand out the template and crayons/pencils.

2. Give verbal instructions, one at a time, with pauses between (or play an audio).

3. Students listen carefully and complete each task on the template.

4. Review together at the end (optional).

PQ:

1. What did you hear in the instructions?

2. Did you color and circle in the right spots?

3. What helped you remember what to do?

DIFF:

Emerging: Use fewer instructions, speak slowly, and use visual cues if needed (e.g., pointing to images).

Advanced: Add multi-step commands (e.g., “Circle the dog and then color it brown”) or include prepositions (e.g., “Draw a square under the sun”).

Materials:

Pre-made image template (shapes, animals, objects, etc.)

Crayons, pencils

Teacher voice or audio recording with clear instructions

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RAINBOW WRITING

Ss will apply number formation skills by tracing numbers 1–10 using a rainbow writing technique to reinforce recognition and handwriting fluency.

Each student receives a rainbow writing paper with numbers 1–10 printed in large bubble font. Ss will trace each number three times using three different colored crayons (e.g., red, blue, green) to create a “rainbow” effect. They will work quietly and independently at their tables.

After tracing, they will choose one number they like the most and draw that many objects underneath (e.g., 7 hearts).

SKILLS:

number formation

fine motor

MATERIALES:

Rainbow writing (numbers 1–10)

Crayons (variety of colors)

Pencils

Blank paper for drawing

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Skill:

Color recognition

Sequencing

Fine motor control using linking clips

Materials:

Linking clips (assorted colors)

Pattern cards with color sequences

Description:
Students will receive cards showing a sequence of colors (e.g., red, blue, green) and will create a chain of linking clips following the same color order. This simple activity helps reinforce color recognition, sequencing, and fine motor skills as students link the clips together to match the sequence on their card.

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To reinforce number recognition, color coding, and eye-hand coordination, Cc will match numbers to a color code and cover them using counters, chips, or Linkin cubes. For example, the number 3 might be blue, and children will need to find all the 3s and cover them with blue chips. This activity promotes visual scanning, attention to detail, and fine motor control.

Materials:

Linking cubes or chips

Template with numbers

Differentiation Strategies:

Use larger ranges (1–10 or 1–20)

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LISTEN AND FOLLOW THE INSTRUCTIONS

Students will demonstrate listening comprehension by following oral instructions to complete tasks like coloring, circling, and marking on a template.

Description:
Students will receive a template with simple images (e.g., shapes, animals, body parts, classroom objects). The teacher or an audio recording will give clear, simple commands (e.g., “Color the star red,” “Circle the cat,” “Put an X on the sun”), and students will follow each instruction step by step.

This activity supports listening skills, language comprehension, and fine motor coordination.

How It Works:

1. Hand out the template and crayons/pencils.

2. Give verbal instructions, one at a time, with pauses between (or play an audio).

3. Students listen carefully and complete each task on the template.

4. Review together at the end (optional).

PQ:

1. What did you hear in the instructions?

2. Did you color and circle in the right spots?

3. What helped you remember what to do?

DIFF:

Emerging: Use fewer instructions, speak slowly, and use visual cues if needed (e.g., pointing to images).

Advanced: Add multi-step commands (e.g., “Circle the dog and then color it brown”) or include prepositions (e.g., “Draw a square under the sun”).

Materials:

Pre-made image template (shapes, animals, objects, etc.)

Crayons, pencils

Teacher voice or audio recording with clear instructions

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Cc will match pictures to the correct initial letter from the set of letters they’ve learned so far: H, E, F, L, I, T, U. This activity helps reinforce letter-sound correspondence, phonemic awareness, and early reading skills. Cc will look at a picture, say the word, identify the beginning sound, and match it to the corresponding letter card.

Agregan las letras queue quieran reforzar

Materials:

Template with pictutres

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To reinforce number recognition, color coding, and eye-hand coordination, Cc will match numbers to a color code and cover them using counters, chips, or Linkin cubes. For example, the number 3 might be blue, and children will need to find all the 3s and cover them with blue chips. This activity promotes visual scanning, attention to detail, and fine motor control.

Materials:

Linking cubes or chips

Template with numbers

Differentiation Strategies:

Use larger ranges (1–10 or 1–20)

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 Beginning Sound Maze – Vocabulary & Phonemic Awareness

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 Beginning Sound Maze – Vocabulary & Phonemic Awareness

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Students will develop vocabulary and recognize initial sounds by creating a maze made of pictures that begin with a specific target letter. Using a board filled with various images, students will place chips only on the pictures that begin with the chosen sound, effectively building a sound path through the maze. This reinforces phonemic awareness, listening discrimination, and visual scanning.

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Students will reinforce initial sound recognition and letter identification through a fun and engaging stamping activity. Each child will grab a picture from a mystery box, identify the initial letter, and stamp that letter using a paper “elephant trunk” dipped in paint. The stamping will take place on a large sheet with multiple letters visible. To practice directionality of print they will write the letter on the whiteboard following the correct directionality.

Prompt Questions :

“What letter did you get?”

“What sound does that letter make?”

“Can you think of a word that starts with that sound?”

“Can you find that letter on the stamping sheet?”

“What other words start with that letter?

Differentiation.

Use a dice with only a few familiar letters.

Provide picture cards (e.g., A for apple) for visual association.

Ask them to say a word that starts with the rolled letter before stamping.

Invite them to stamp both uppercase and lowercase versions of the letter.

Materials:

-picture cards and paint.

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Students will strengthen hand muscles and enhance fine motor skills through a series of fun and engaging playdough challenges. These hands-on tasks are designed to also support math, literacy, and vocabulary development, promoting both physical and cognitive growth in an integrated way.

Provide playdough letter/number mats as visual guides.

Use simplified tasks (e.g., rolling balls, making lines, or forming basic shapes).

Offer verbal modeling and hand-over-hand guidance if necessary.

For students ready for a challenge:

Ask them to form sight words, build number sentences, or model vocabulary words (e.g., animals, objects).

Encourage storytelling using their playdough creations.

Introduce tools (plastic scissors, rollers, stamps) to increase precision and creativity.

Differentiation:

Provide visual step-by-step instructions or models.

Break down tasks into smaller steps and offer frequent encouragement.

Increase task complexity (use smaller tools, add time limits).

Include multi-step tasks (spell a word with letter beads using tweezers).

Materials:

-play dough.

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Check out this Presentation designed by Gabriela Navas.

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Students will develop number recognition and conceptual understanding of quantity by matching numerals with their different representations: dots, fingers, ten frames, tally marks, and objects. Each number will have its own "house," and students will place all the matching representations inside the correct house. As an extended activity they will spin the wheel and start representing numbers of their own.

Prompt Questions (PQ):

“What number do you see on this house?”

“How do you know this card belongs in that house?”

“Can you count the dots/fingers/tallies to double check?

Can you make your own house for a number we didn’t use yet?

Differentiation:

Offer visual cues or a model of a completed number house.

Provide manipulatives (e.g., counting bears or blocks) to make quantities more concrete.

Include representations like number words.

Encourage them to create their own number representation cards for a peer to match.

Materials:

worksheet

little papers with the different representations

whiteboards

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Enter names, spin wheel to pick a random winner. Customize look and feel, save and share wheels.

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Towers and Linking Cubes:
Students will develop rote counting, number recognition, and numerical awareness by building cube towers that match the numbers they see on a number mat. As they build, they will count out loud to reinforce one-to-one correspondence and strengthen fine motor skills.

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Activity 1: Tracing on Rice – Fine Motor & Directionality

Students will develop fine motor skills, visual perception, and an understanding of print directionality by selecting a tracing template and following its lines using their fingers or a tool over a tray filled with rice. This multi-sensory activity strengthens hand control and reinforces the left-to-right movement used in writing, while also providing calming tactile input.

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Students will develop visual perception skills and number recognition, rote counting, and visual skills by looking for objects. They will observe the visual board, identify the number and object shown , search for the matching quantity of objects, count them out loud, and place them beside the correct image/number on the board.

Prompt Questions

“What number do you see here? Can you show it with your fingers?”

Let’s count together—do you have the right number?”

Differentiation Strategies:

Allow children to count with assistance or visuals (counting dots)

Offer hand-over-hand guidance if necessary

Materials:

markers,

foamix numbers.

templates.

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Students will develop and strengthen fine motor skills, visual perception, hand-eye coordination, and finger grip by using a homemade scooping tool (bottle caps and tape). They will then place the containers on balance scales to compare the quantities by weight. This sensory-rich activity promotes fine motor development and introduces weight-related vocabulary.

Prompt question:

Which scoop feels heavier? Why do you think that is?”

“What happens when we add more popcorn to this side of the scale?”

Which material is easier to scoop? Why?

Differentiation:

Provide larger containers and bigger scoops for easier grasping

Use visual aids (picture cards of "heavy" and "light")

Allow hand scooping first before transitioning to the finger tool

Introduce a timer for “how many scoops in 30 seconds?”

Encourage estimating: “How many scoops do you think will balance the scale?”

Materials:

Sensory materials: beans, popcorn seeds, sensory beads

Homemade scooping tools (bottle caps with tape handles)

Balance scales

Small containers or trays for sorting and comparing

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Beginning Sound Maze – Vocabulary & Phonemic Awareness
Students will develop vocabulary and recognize initial sounds by creating a maze made of pictures that begin with a specific target letter. Using a board filled with various images, students will place chips only on the pictures that begin with the chosen sound, effectively building a sound path through the maze. This reinforces phonemic awareness, listening discrimination, and visual scanning.

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CC will reinforce fine motor and pre-writing skills by working with different tracing templates. These will include lines, curves, and basic shapes, which help improve pencil control, directionality, and use of space. This activity will also support the development of drawing skills by encouraging attention to detail and hand-eye coordination.

(Si necesitan los templates me los piden)

Materials:

Markers

Clear Pockets

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What's in the Letter bag?

Cc will match uppercase and lowercase letters using hands-on materials. This activity will help them reinforce the letters they have learned and be exposed to the full alphabet. It also supports letter recognition, visual discrimination, and phonemic awareness.

Materials:

Foam Letters or Magnet Letters

Colors

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Students will develop fine motor skills, eye-hand coordination, pencil grip, and reinforce basic math concepts through an introduction to symmetry. The will explore the concept of symmetry by completing a half-drawn picture on the whiteboard or paper, also they will be doing the vision espejo art technique. The teacher will first model how to recognize and complete symmetrical images. Then, each student will have a turn practicing by either:

Completing the other half of a face, shape, or butterfly

Using mirrors or folding techniques to see symmetry in action

This hands-on activity strengthens pre-writing skills while introducing a foundational geometry concept.

Prompt Questions :

"What do you notice about both sides?"

"Can you find what is the same on each side?"

"What happens if I fold it in half—do both sides match?"

"How can we make the other side look the same?"

"What shape do you see in this picture?"

Differentiation:

Use dotted lines or half-traced drawings for them to trace and complete.

Provide foldable templates or pre-cut shapes to physically explore symmetry.

Introduce symmetry in nature (e.g., butterfly wings, leaves) through images or books.

Materials:

Whiteboard or chart paper

vision espejo

Markers, crayons, or pencils

Pre-folded paper or templates with half-drawings

Printed images of symmetrical objects (e.g., butterflies, faces, buildings)

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Students will reinforce rote counting, number recognition, and quantity awareness, while also practicing eye-hand coordination and the directionality of print through a movement based and sensory rich activity. Each child will pick a domino chip from the sensorial table and count the dots. Then, they will search for the corresponding number on a large number board or on numbers displayed on a window. Once they find the number, they will trace it using their finger or marker, following the correct directionality. This multisensory approach supports foundational math and early writing skills in a fun and engaging way.

Prompt Questions:

“How many dots do you see on your domino?”

“Can you find that number on the board?”

“Where do we start tracing the number?”

“What happens if we count again do we get the same number?”

“What number comes after this one?”

Differentiation:

Provide dot templates and matching number cards for visual support.

Offer finger tracing before introducing markers or writing tools.

Invite students to select two dominoes and add the dots.

Have them write the number independently after tracing.

Materials:

Domino chips (plastic or foam for tactile feedback).

Large number board or individual numbers taped to the window.

Markers (if tracing on laminated surfaces or plastic).

Number tracing sheets with directional arrows.

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Students will develop visual perception, hand–eye coordination, and fine motor skills by tracing and copying different types of lines (straight, curved, zigzag, wavy, and looped) presented on a paper or board. This activity supports pre-writing skills by helping children control hand movements, follow visual patterns, and understand directionality. By practicing with various line styles, students prepare for forming letters and numbers later on.

Materials:

toothpicks and visual perception

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Students will strengthen their scissor grasp, visual perception, and cutting skills by giving “haircuts” to pictures. Each picture will have “hair” made from paper strips or drawn lines, and students will cut along these lines to trim the hair. The lines will vary in type straight, wavy, zigzag, and curved to provide different levels of cutting challenge. This playful approach builds fine motor coordination and control while keeping students engaged.

material:

-paper and scissors.

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Students will strengthen phonemic awareness and practice the directionality of print by tracing letters, writing them independently, identifying uppercase and lowercase forms, and recognizing the initial sound in familiar words.

This multi-step activity guides children from tracing to writing, helping them understand letter formation, correct writing direction (left to right, top to bottom), and the connection between letters, their sounds, and words that begin with them.

Materials:

-markers

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TEAR AND GLUE

Students will apply fine motor skills by completing a tearing and gluing activity to create a simple collage.

Students will tear the paper into small pieces using only their fingers and glue them inside a simple shape drawn on paper (heart, star, circle).

They must cover the entire shape carefully without going outside the lines.

Skills:

Hand strength

Finger isolation

Eye-hand coordination

Precision and control

Bilateral coordination (holding and tearing at the same time)

MATERIALS:

Scrap paper or colored paper strips

Glue sticks

Paper with simple shapes drawn (heart, circle, star, etc.)

Optional: crayons or markers to outline the shape

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To reinforce number representation, counting, and the association between numbers and quantities, Cc will complete a color-coded number activity. Each number will be linked to a specific color, and Cc will use the code to color a picture, match the quantity, or complete a template by coloring based on the number shown. This activity also supports basic skills like following directions, fine motor control, and visual discrimination.

Materials:

Caddies

Prompt Questions:

What number did you see? What color should you use?

Can you count how many are in that group?

What happens if you switch the colors?

Differentiation:

Use numbers 1–5 (Emerging)

Work with numbers 6–10 (Advance)

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CC will work to develop number recognition and one-to-one correspondence by matching number cards with how many dots appear on a domino. Each number card (e.g., 1–6) will be paired with a domino showing the same quantity in dot form.

Materials

Number cards (clear numerals, e.g., 1–10)

Domino pieces or domino-style cards showing dot patterns.

Prompt Questions

“What number is on your card?”

“How many dots do you see on the domino?”

“Do they match? How do you know?”

“Can you count the dots to be sure?”

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SS will be encouraged to recreate the creations with linking cubes, following the correct shapes and colors. They will reinforce their visual perception and fine motor skills.

Skill:

Fine motor coordination

Visual perception

Space awareness

Materials:

Linking cubes

Cards with examples

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CC will practice scissors grip by cutting along lines and demonstrate control by coloring inside the shapes. This activity will help them develop fine motor skills, improve hand strength, and apply precision in their work.

Materials:

Caddies

Paper

scissors

(Si necesitan el template me avisan para enviárselos por mail) :)

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CC will work with CVC words by identifying and placing the initial sound of each word. During this activity, they will reinforce letter recognition, then copy the full word and write it with the correct directionality.

Materials

Marker

Clear pockets

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Students will strengthen scissor grasp, visual perception, and cutting skills by following an instruction sheet to “prepare” a salad made of cut paper. They will cut out shapes representing fruits and vegetables and assemble them according to the recipe. This activity promotes fine motor control, sequencing, attention to detail, and following multi-step directions in a fun, hands-on way.

Materials:

Instruction sheet or recipe template

Colored paper for fruits and vegetables

Child-safe scissors

Glue or tape

Optional: paper plates for assembling the salad

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Students will reinforce shape recognition and develop fine motor skills by first tracing shapes on paper while looking at shape cards, and then drawing the same shapes independently on a whiteboard. This activity strengthens visual perception, hand–eye coordination, and confidence in drawing geometric forms.

Materials:

Shape cards

Paper and pencils or crayons for tracing

Whiteboards and markers

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Students will strengthen phonemic awareness and practice the directionality of print by tracing letters, writing them independently, identifying uppercase and lowercase forms, and recognizing the initial sound in familiar words.

This multi-step activity guides children from tracing to writing, helping them understand letter formation, correct writing direction (left to right, top to bottom), and the connection between letters, their sounds, and words that begin with them.

Materials:

-markers

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SS will develop finger strength, bilateral coordination, and problem-solving skills by removing rubber bands from a wrapped box to “rescue” a small surprise item hidden inside. As they stretch and pull bands of varying resistance, SS work on building hand muscles essential for writing and self-help tasks, while also engaging in playful exploration.

Skill:

Fine motor strength and bilateral coordination

Problem-solving and persistence

Hand-eye coordination

Materials:

Small box (e.g., tissue box or gift box), ideally wrapped for appeal

Assorted rubber bands (thick/thin, tight/loose)

Small object hidden inside (e.g., toy, letter card, tiny eraser)

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Alfonso, Alessa

CC will reinforce fine motor and pre-writing skills by working with different tracing templates. These will include lines, curves, and basic shapes, which help improve pencil control, directionality, and use of space. This activity will also support the development of drawing skills by encouraging attention to detail and hand-eye coordination.

Materials:

Markers

Clear Pockets

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Leo S, Alina, Lucy, Sebas

SS will build fine motor strength and number sense by stretching small rubber bands and placing them onto numbered craft sticks. Each stick has a number written on it, and SS will count and match the correct quantity of bands. This activity supports finger control, coordination, and numeral-quantity matching through a fun and tactile challenge.

Skill:

Fine motor development (pincer grasp and coordination)

Number recognition and counting

One-to-one correspondence

Objective:
SS will stretch and place the correct number of rubber bands onto numbered sticks to strengthen counting skills and hand muscle control.

Materials:

Wooden craft sticks labeled with numbers (1–10)

Small colorful rubber bands

Optional: tray or mat for work area

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(Cc) will observe a reference drawing and replicate it, focusing on capturing all visible details. This activity aims to reinforce fundamental skills, including attention to detail, visual perception, and fine motor coordination.

Materials:

Drawing paper

Pencils, crayons, or markers

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CC will reinforce number recognition, practice rote counting, and develop proper scissor use. They will have numbers written on paper, cut them out one by one, and place them in the correct order from 1–10 (extension to teen numbers if ready).

Link: https://www.canva.com/design/DAGrNPQloHo/pEHYQIMZXdjQFVoCeiSStA/edit

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CC will roll a dice, recognize the number, and then lace beads, buttons, or shapes according to the number shown. This activity will reinforce fine motor skills, hand–eye coordination, and number recognition.

Materials:

Lace

Pictures

Dice

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(Cc) will observe a reference drawing and replicate it, focusing on capturing all visible details. This activity aims to reinforce fundamental skills, including attention to detail, visual perception, and fine motor coordination.

Materials:

Drawing paper

Pencils, crayons, or markers

# data[].attributes.body
Alessa, Lucia, sophie, Martina

CC will observe an image of a mouth with teeth. They will roll a dice and identify the number that appears. Then, using a toothbrush, they will “brush” the same number of teeth on the image. This activity combines math practice with a real-life skill connection, helping children strengthen their number sense while developing fine motor control and awareness of self-care routines.

Materials:

Image of a mouth with teeth (laminated if possible)

Dice

Small toothbrushes

Optional: whiteboard markers or stickers to mark brushed teeth

Possible Questions (PQ):

What number did you roll?

Can you count that many teeth?

Why do we need to brush our teeth every day?

What happens if we forget to brush them?

# data[].attributes.body
Rafa, Diana, Lisa, Caye, Bruno, Alina

In this activity, children will observe a 5x5 grid filled with a pattern of filled and unfilled circles. Next to it, they will have an empty grid, where they will carefully replicate the same pattern. Each row presents a unique arrangement, encouraging children to analyze, compare, and reproduce the design accurately. This exercise promotes focus, precision, and visual memory as children work to ensure both grids match perfectly.

Materials:

Printed 5x5 pattern grids (one filled, one blank)

Markers or counters in two colors (for filled and unfilled circles)

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Leo S, Lucy H, Sebas, Luca

In this math-focused activity, children will observe a set of dots divided into two halves. They will count the number of dots on the left side, subtract that number from the given total, and then draw the correct number of dots on the right side to complete the equation.

materials

worksheet

pencil

# data[].attributes.body
Leo A, Enrique, Alfonso

Cc will strengthen their fine motor skills and build finger and hand strength by using a tennis ball that has been cut to resemble a little monster’s mouth; they will squeeze the ball to grab counters one at a time and then place each counter into a matching colored square on a pattern template, for example, after squeezing the ball and retrieving a blue counter, they will place it in the blue square, followed by a red counter in the red square, continuing the color pattern until all blank squares are filled, reinforcing coordination, grip strength, and early pattern recognition.

# data[].attributes.body
Children (Cc) will reinforce number recognition, attention span, and fine motor skills by completing the missing half of a dice. They will look at the number shown on the dice and draw the correct number of dots on the blank side. This activity supports visual perception, counting, and hand-eye coordination.

https://www.canva.com/design/DAGrNPQloHo/pEHYQIMZXdjQFVoCeiSStA/edit?utm_content=DAGrNPQloHo&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

# data[].attributes.body
Students will reinforce fine motor skills, pencil grip, posture, visual perception and coloring skills coloring mandalas.