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Children's literature has become an important strategy to teach math. Books enhance the child's curiosity about math. They are a tool for exploring. thinking. and exchanging math concepts.

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Cooking and outdoor activities help introduce temperature concepts. To teach these concepts use words like hot and cold.

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Time is difficult to understand for children because time can stand for so many situations. Young children only have a vague concept of time. Children usually can't read the time on a watch or clock until age 7. You can use routines to teach time concepts to young children.

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Numerals are the symbols that represent numbers and a quantity. Children learn these by being continually exposed to them. A number line is a way to teach these.

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A childhood program should offer many opportunities to explore volume. Sand and water tables can be used for this. Provide many containers if varying volumes and shapes and use volume concepts.

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Spatial relationships refers to the position of people and objects in space relative to each other. Describing the positions of objects is important. To learn prepositions, children should be shown concrete examples.

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Counting is a basic math skill. The foundation for learning counting is called one-to-one correspondence which is the understanding that one group has the same number as the other. Finger counting helps kids develop mathematical understanding. Eventually, a child will learn the concept of cardinality which means the last number of the counting tells how many objects are in a set. The ability to count happens in two steps: rote and rational counting. Rote counting is the recitation of numbers in order. Rational counting involves attaching a number to a series of grouped objects. Children should be exposed to rational counting using concrete objects.

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A child will normally confuse circles and squares when first learning shapes. Children tend to be able to identify shapes before they are able to draw them, which doesn't happen until around age 4. For learning shape concepts, using a variety of activities that involve touching, holding, and matching. One way to teach shapes is the use of parquetry blocks which are: blocks that are geometric pieces that vary in color and shape. Do not teach color and shape at the same time though.

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Color is a math concept because it allows children to discriminate among objects. Children will actually learn to identify colors before shapes. By age 2, children can match a color sample. If the child is 4 or 5 and cannot, color blindness should be questioned for them. Color concepts can be taught formally or informally. Color recognition can be taught at transition times. Sorting objects can be used to teach color concepts. Charts can also teach color concepts. Other ways to teach color include: putting colored shapes in charts, using a feely box or bag, color hunts,

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A set is a group of objects that belong together because they are alike in some way. A key objective of early math activities is to have children learn how to organize. Some sets may have many members but a set without members is called an empty set. Children best learn sets in small groups. Teach the concept of an empty set during snack time when the child has eaten their "set" of snacks.

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Well planned settings provide developmentally appropriate experiences and help promote math skills. The math experiences should promote: observing and describing concrete objects, recognizing colors, patterns, and attributes, classifying sets of objects, comparing objects, copying patterns, recognizing shape concepts, recognizing and writing numerals, using logical words, using one-one correspondence, estimating quantity and measurement, and developing problem-solving skills.

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Classification is the process of mentally sorting and grouping objects or ideas by a common attribute. Matching is a form of classification where it involves putting like objects together. Sorting and sequencing are also examples.Recognizing is the simple form of classification. Classroom experiences should start out with only one feature such as color, and then add more features as others are mastered.

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When planning math activities, the children's skill level needs to be assessed. There are two types of assessment: assessment by observation and specific task assessment. Assessment by Observation includes informal viewing of a child during self-selected activities. By observing, you will be able to determine a child's needs. A specific task assessment involves giving children set activities to determine skill and/or needs.

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A quality curriculum provides a rich environment and developmentally appropriate activities. The curriculum should match children's needs to their interests.

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Provide the children 3D objects to promote physical and mental activity. Collections of items for counting, observing, creating, sorting, discussing, construction, and comparing should be included. By having these experiences, children can construct math concepts.