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Click on a book picture for more information!

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Count, Play, Explore Issues

What are the Count, Play, Explore Issues?

The Early Math Project and the Office of the Fresno County Superintendent of Schools' STEM Department have collaborated in developing Count Play Explore Issues. In a nutshell, these provide suggestions for mathematical family engagement in three broad categories - counting, playing, and exploring.

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One side of the Count Play Explore activity sheet is broken into three color bands - the orange band provides suggestions for counting, the blue band provides ideas for mathematical play, and the purple band gives ideas for mathematical explorations. This side is further broken down by age range. There are ideas appropriate for infants and toddlers, preschool age children, kindergarteners, and elementary school age children.

The other side of the page outlines STEM activities that families can do together. For example, one issue explores buoyancy of objects. Families look at objects that sink and float in water, make predictions about what an object will do, see if their predictions were correct, and design, create, and test boats. There are links to online games, videos, and other activities to try.

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How can you use Count, Play, Explore Issues?

The Count Play Explore Issues can be sent home as part of a monthly newsletter with an opportunity for families to share what they've done, either in a virtual picture gallery such as a Padlet or in-class displays.

Download the Count, Play, Explore Series

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Count, Play, Explore Issues | early-math-ca

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Count, Play, Explore Issues The Early Math Project and the Office of the Fresno County Superintendent of Schools' STEM Department have collaborated in developing Count Play Explore Issues. In a nutshell, these provide suggestions for mathematical family engagement in three broad categories - counting, playing, and exploring.

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California Early Math Project

The California Early Math Project is committed to providing equal access to all individuals seeking information on this website and is continually striving to improve the experience for all visitors. Should you experience any difficulty in accessing the California Early Math Project website, have any comments/suggestions regarding the accessibility of the site, or desire to file a complaint pursuant to Title II of the Americans with Disabilities Act of 1990, as amended or Section 504 of the Rehabilitation Act of 1973, as amended, please contact earlymathca@gmail.com.

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Money and Math

Money and change are great resources for learning and developing math skills such as number sense and understanding currency. The very first step in learning about money is understanding what money is all about. Talk with your child about what money is and how it is used. Then introduce the value of each coin. Talk about the value of a dollar bill and the different combinations of coins that have the same value as a dollar. Money is a great math manipulative for sorting, counting, comparing, measuring, adding, subtracting, multiplying, and dividing. Exploring the different coin combinations that can be used to make a dollar is a great way to start thinking about fractions, decimals, and percentages. Soon your child will understand if they have two quarters they have half of a dollar or if they have three dimes they have 30%, .30, or 3/10 of a dollar.

Activities Involving Money:

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I'm Ready! Videos about Money:

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Ideas to Explore Money with your Child:

Identify each coin with your child. Talk about the value of each coin and the appearance of each coin.

Ask your child to compare coins. What is similar about them? What is different?

Talk about paper money with your child. What value is associated with each bill? How can you tell them apart?

Practice making change together. Talk about strategies to make change.

Play store together with fake money. Ask your child to be in charge of the cash register.

Talk about saving money and money saving strategies.

Ask your child to count out the coins needed at the cash register.

Start a piggy bank together. Discuss strategies to count the money.

Talk about why some things cost more money than others. Ask your child to help you compare prices.

Explore how many pennies equal a nickel? a dime? a quarter? $1?

Money Math Conversation Starters:

Share what you would do if you wanted to buy something and you didn't have any money.

Describe a good way to save money.

If you found $100 what would you do with it?

How can you make $1 out of coins?

Describe a time when you wanted something and saved money for it before you bought it.

Talk about a book, song, or movie that taught you or your child something about money.

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Money and Math Money and change are great resources for learning and developing math skills such as number sense and understanding currency. The very first step in learning about money is understanding what money is all about. Talk with your child about what money is and how it is used.

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Cooking is a practical and hands-on way to help children learn many important life skills. It not only supports your child's self confidence and coordination, but also supports their mathematical development. Encourage your child to wonder, explore, create, and have fun in the kitchen alongside you.

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Tips for cooking with children:

When using measuring spoons and cups, fill a separate bowl with the liquid or dry ingredient that needs to be measured. This makes it easier and potentially less messy when measuring the desired amount.

Supporting Young Chefs:

Explore cooking tools in non-cooking opportunities or situations.

Recipes to Try together!

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I'm Ready Videos About Math in the Kitchen:

Ways to Include your Child in Kitchen Routines:

Teach your child how to read a recipe and ask them to find all the measuring tools they will need to use. As they get more comfortable talk about how to "double" or "halve" a recipe.

Encourage your child to measure the ingredients and add them to a bowl.

Encourage your child to count out how many plates and cups they need to set the table.

Help your child set the timer and show them how it counts down.

Practice using and reading a thermometer.

Share a snack together. Ask your child to divide it into half, thirds, or fourths.

Ask your child to grab the right number of eggs out of the carton.

Ask your child to mix the batter 15 times and count with them as they do it.

Set the oven to the right temperature together. Talk about what "degrees" mean.

Brainstorm together, to figure out how many pieces of bread will be needed to make three sandwiches for lunch.

Encourage your child to estimate how many pancakes or muffins a batter will make.

Practice organizing and sorting when putting away groceries. Ask your child to help you unload bags, separating cold items from items that don't need refrigeration, items that are stored in a kitchen from items that are not.

Shape cookie dough into numbers to create an edible number line. Ask your child to top each number cookie with the corresponding number of goodies, for example, four raisins on top of the number four.

Starting Math Conversations in the Kitchen:

Help me double the pancake recipe. The original calls for two eggs. How many eggs would I need to make twice as many pancakes?

How many pancakes do we need to make if everyone in our family eats three pancakes each?

How can I cut this pizza into eight equal pieces?

We have six carrots and three people. How many carrots do we each get?

How many pieces of cereal do you think fit on your spoon at once? Let's find out!

How many crackers fill one cup? Let's find out!

Do you have more raisins or apple slices in your cup? How many more?

Guess how many broccoli pieces are on your plate. Let's count and see if you are right!

Which size container would best fit these leftovers?

Can you find the lids that match these containers (or pots)?

Can you put these stacking bowls (or measuring cups) back together so they fit inside of each other?

What shapes do you see in the kitchen? What shapes do you see at the table? What shapes do you see on your plate?

Estimate how many items you think are in this grocery bag. Count and find out how close you were.

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Cooking is a practical and hands-on way to help children learn many important life skills. It not only supports your child's self confidence and coordination, but also supports their mathematical development. Encourage your child to wonder, explore, create, and have fun in the kitchen alongside you.

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Family Math Toolkit

Access the PB S Family Math Toolkit Here

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Family Math is a research-based, multiplatform, bilingual program in English and Spanish that focuses on building math positivity, confidence, and knowledge of foundational math skills for families with children ages 2-5. Family Math equips parents and caregivers with strategies and resources to facilitate meaningful math experiences at home through playful learning and hands-on activities.

Family Math enables broadcasting stations and community-based organizations to partner with parents and caregivers to support children's early math development through play. We emphasize how learning and teaching math can be simple, fun, and embedded in everyday contexts. Some families are unsure of where to start, and we aim to help families realize that many of the daily routines and activities they are already doing are the perfect place to introduce early math concepts. We work to build a math community, expand ideas of math, and develop informal ways to engage in positive math activities with children.

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FAMILY MATH was designed and concepted by PBS SoCal in Los Angeles.

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PBS: Family Math Toolkit | early-math-ca

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Family Math Toolkit Access the PB S Family Math Toolkit Here ​ Family Math is a research-based, multiplatform, bilingual program in English and Spanish that focuses on building math positivity, confidence, and knowledge of foundational math skills for families with children ages 2-5.

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Printables and Online Resources | early-math-ca

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Count, Play, Explore: Books, Activities and Videos

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Count, Play, Explore: Books, Activities and Videos

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The term Growth Mindset resulted from years of research from Stanford University psychologist Carol Dweck. and embodies an individual's ability to develop, grow, and learn through work, commitment and dedication.

A mindset is a set of beliefs and attitudes held by an individual about certain topics, qualities, or traits. Mindsets that we all possess are beliefs about our personality, skills, talents, and level of intelligence.

Mindsets grow, just like the hairs on our heads and the leaves on trees. They can be cultivated--extending to unprecedented lengths and heights. Such growth may be steady and constant, as that of the human body, or as sudden as leaves changing color and transitioning through seasons. These characteristics are not stagnant or innate. There is time, effort, and a process for each. A growth mindset links these attributes to potential and possibility. As we work to discover the mathematic potential of all children, we hope growth mindset is an actualization of our children's learning experiences. Developing a growth mindset fosters an appreciation for learning--and an appreciation for the learning process of mastering math.

The growth mindset recognizes that an individual's intelligence is not fixed, and with effort it can grow. By working at the learning process, individual intelligence has unlimited potential and possibility.

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For examples of a growth mindset in children's literature, check out these books and corresponding EMP reviews.

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The term Growth Mindset resulted from years of research from Stanford University psychologist Carol Dweck. and embodies an individual's ability to develop, grow, and learn through work, commitment and dedication. A mindset is a set of beliefs and attitudes held by an individual about certain topics, qualities, or traits.

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Back to Learning Progressions

Age: Preschool/Transitional Kindergarten

Learning Progression:

Infant and Toddler

In the first months of life, babies' minds develop rapidly. They actively explore, make connections, figure out what they can do, communicate their pleasure or discontent, and are extremely engaged using their senses to understand people, relationships, objects, and their environment.

The natural curiosity of infants and toddlers coupled with a desire to learn and eagerness to solve problems make it easy for parents, family, and caregivers to promote early learning.

One of the powerful ways that babies and toddlers learn is by imitating others. Parents and caregivers can support a children's success with math by modeling an appreciation for math and incorporating math in the child's daily routine. By making mathematics a regular part of daily activities, children see how mathematical knowledge is connected to the real world.

Parents and caregivers should reinforce the message that everyone has great potential to be successful with math and that our minds and knowledge improve with effort and practice. Everybody's ability can and does grow with persistence, practice, and exposure - scientific research supports this!

Parents and caregivers can foster deep understanding by allowing time for exploration and problem solving. Keep in mind that the mistakes young children make are a very important part of the learning process and actually support brain growth. New synapses are created in the brain each time a child identifies what went wrong.

As parents and caregivers, we can promote our budding mathematicians by giving them time and opportunity to appreciate math. Young children have a surprising capacity to learn mathematical concepts and ideas.

Learn more about the Math Domains related to your child's age:

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Six Reasons You Should Explore Math with Your Child

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Six Reasons You Should Explore Math with Your Child

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Back to Learning Progressions

Learning Progression:

Preschool

Preschoolers typically like math. They have a natural understanding of informal mathematics and are often curious about the world around them and how things work. This curiosity coupled with the activities and routines of daily living provide the ideal environment in which to build mathematical understanding.

As parents, care givers, and early learning teachers, we can foster mathematical development of young children by providing opportunities to explore, make choices, and build confidence. Through play, observation, and interactions with others, parents and teachers can provide meaningful learning experiences for children by building upon their understanding of a child's interests, family, language, and cultural experiences.

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Many preschoolers have already learned some counting words and readily compare small groups of objects, understanding which group contains more. During these early years, preschoolers develop their mathematical knowledge about number, quantity, comparisons, shape, size, and space. High quality preschool mathematical experiences are the foundation for future mathematical learning and success and should be integrated into many activities throughout the day.

Play is at the center of preschool aged children's learning. Through play, preschoolers discover interests, develop their growing attention span, and learn about their capabilities and creativity. Play provides an important context for thinking, understanding the world, solving problems, and relating to others.

Preschoolers make use of all of their senses with new experiences and situations. They compare new ideas and discoveries with those that are familiar and create new meaning and understanding. Parents and teachers can support preschoolers learning by recognizing and taking advantage of the learning opportunities in unexpected situations:

Building with blocks may provide an opportunity to sort the blocks by shape.

Helping parents with cooking allows a child to explore measurement.

Riding a tricycle or making a fort from cardboard boxes allows a child to expand his or her understanding of spatial relationships.

Play provides an important context for thinking, understanding the world, solving problems, and relating to others.

Teachers can make children feel welcome by ensuring that all children have access to the learning environment through thoughtful organization of materials and space and by establishing a climate of respect for all of the children and families within the preschool setting.

Learning Progressions:

Transitional Kindergarten (TK)

Preschool children who are 4 years of age and will turn 5 between September 2 and December 2 are age eligible to attend a transitional kindergarten (TK) program.

TK curriculum is aligned with the California Preschool Learning Foundations

( http://www.cde.ca.gov/sp/cd/re/psfoundations.asp).

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Developmentally, those enrolled in a TK program are still considered preschool aged children. For information on preschool aged children within the mathematical learning progression, go here: http://www.earlymathca.org/preschool.

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Starting with the 2012-13 school year, local education agencies (i.e. school districts, county offices of education, and charter schools) began offering transitional kindergarten programs.

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The California Mathematics Framework includes a chapter for TK. This framework includes California Preschool Learning Foundations and California content standards for kindergarten. TK is, therefore, a bridge between preschool and the kindergarten year.

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Find the entire TK chapter of the Mathematics Framework on the CDE website here: http://www.cde.ca.gov/ci/ma/cf/mathfwchapters.asp. This chapter includes a side-by-side alignment of the Preschool Learning Foundations with the California Common Core State Standards for Mathematics for Kindergarten.

When developmentally appropriate, TK is a good time to introduce children to the kindergarten standards without the expectation of mastery. For this reason, information and resources within the TK/K section include both the Preschool Learning Foundations and kindergarten standards.

Students in preschool and transitional kindergarten programs who have been exposed to important mathematical concepts-such as representing, relating, and operating on whole numbers and identifying and describing shapes-will be better prepared for kindergarten mathematics and for later learning.

For more information on Transitional Kindergarten, go to the California Department of Education's website:

http://www.cde.ca.gov/ci/gs/em/kinderfaq.asp

According the California Mathematics Framework, a high-quality mathematics education for TK includes the following:

A mathematically rich environment

Frequent opportunities for mathematical discourse

Engaging and meaningful mathematics activities

Explicit instruction

Modeling of mathematical thinking

Nurturing of students' mathematical explorations

Learn more about the Math Domains related to your child's age:

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Back to Learning Progressions

Back to Preschool/Transitional Kindergarten

Learning Progression: Kindergarten

Kindergarteners can be extremely interested in mathematics, science, and experimenting. Kindergarten is a time when many children develop more complex reasoning skills, learn to recognize a variety of shapes, and are able to recognize and describe patterns. Kindergarteners will likely be able to compare sets of objects and tell which set contains more. Many children begin to develop more complex counting skills. Some begin to understand that when counting a group of objects, the last number counted is also the total number of objects in the set of objects. Some children enjoy creating collections of objects and sorting these objects by their characteristics.

Parents can foster children's mathematical enjoyment and success by providing plenty of opportunities to count, talk about shapes, and explore patterns. Kindergarteners benefit when they start to understand that math is an enjoyable part of our everyday lives. Cooking together, a trip to the grocery store, counting change, and sorting laundry are just some of the many ways that math can be explored with children.

Parents can support mathematical development by playing cards, dice, and board games that require counting and score keeping. Tangrams are an engaging way to explore shapes and spatial relationships. Providing your child with sand or water and a group of containers of various sizes, is a simple and fun way to encourage children to explore volume and measurement. Reading math based stories and literature is another way to support mathematical development and vocabulary.

Kindergarteners can enjoy math and have success learning mathematical concepts. It is important that the adults interacting with Kindergarteners provide the message that math is enjoyable and a skill that we can all learn to do very well. Children need to hear that many of the greatest mathematical discoveries have happened because people have put considerable time and effort into finding a solution or way of doing something. Real mathematicians aren't afraid of making mistakes - they see them as learning opportunities. Children should be encouraged to do the same.

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Children are age eligible to attend kindergarten at the beginning of the school year (or whenever they move into a district) if they will be five years of age on or before September 1 (EC Section 48000[a]).

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The California Mathematics Framework includes a chapter for kindergarten. Find the entire kindergarten chapter of the Mathematics Framework on the CDE website here: http://www.cde.ca.gov/ci/ma/cf/mathfwchapters.asp.

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Two Critical Areas of Instruction

In kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; and (2) describing shapes and space. Kindergarten students also work toward fluency with addition and subtraction of whole numbers within 5.

Learn more about the Math Domains related to your child's age:

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Back to Learning Progressions

Learning Progressions:

Second Grade

In second grade, students continue to build a mathematical foundation that is critical to learning higher mathematics.

4 Critical Areas of Instruction

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In second grade, instructional time focuses on four critical areas: (1) extending understanding of place value to the hundreds place; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes (National Governors Association Center for Best Practices, Council of Chief State School Officers [NGA/CCSSO] 2010).

Students also work toward fluency with addition and subtraction within 20 using mental strategies and within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. They know from memory all sums of two one-digit numbers.

When educators talk about performing an operation "within" a number, for example "within 20", they mean the answers are no larger than 20. Being fluent with something in math means students can perform the operation reasonably fast and accurately.

Learn more about the Math Domains related to your child's age:

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Back to Learning Progressions

Learning Progressions:

Second Grade

In second grade, students continue to build a mathematical foundation that is critical to learning higher mathematics.

4 Critical Areas of Instruction

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In second grade, instructional time focuses on four critical areas: (1) extending understanding of place value to the hundreds place; (2) building fluency with addition and subtraction; (3) using standard units of measure; and (4) describing and analyzing shapes (National Governors Association Center for Best Practices, Council of Chief State School Officers [NGA/CCSSO] 2010).

Students also work toward fluency with addition and subtraction within 20 using mental strategies and within 100 using strategies based on place value, properties of operations, and the relationship between addition and subtraction. They know from memory all sums of two one-digit numbers.

When educators talk about performing an operation "within" a number, for example "within 20", they mean the answers are no larger than 20. Being fluent with something in math means students can perform the operation reasonably fast and accurately.

Learn more about the Math Domains related to your child's age:

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Count. Play. Explore. Activity Cards | early-math-ca

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Family Math Kits Archive ⋆ DREME Family Math

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The DREME Family Math Kits are designed to foster early math development at home through playful and fun activities that caregivers and children can do together. There are a total of five kits, each focusing on a specific area of early math: Measurement, Shapes, Space, & Place (Shapes & More), Sorting & Data, Patterns, and Counting.

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Video Conferencing, Web Conferencing, Webinars, Screen Sharing

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Zoom is the leader in modern enterprise video communications, with an easy, reliable cloud platform for video and audio conferencing, chat, and webinars across mobile, desktop, and room systems. Zoom Rooms is the original software-based conference room solution used around the world in board, conference, huddle, and training rooms, as well as executive offices and classrooms. Founded in 2011, Zoom helps businesses and organizations bring their teams together in a frictionless environment to get more done.

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Family Math Kit (Kindergarten-3rd Grade)

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Family Math Kit (Kindergarten-3rd Grade)

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Reserve Early Math/Family Engagement Materials

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Reserve Early Math/Family Engagement Materials

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Additional Kits: Number Practice, Tangrams, Pattern Blocks, Pentominos and Dominoes