There is a lot of pressure on young children these days to become expert mathematicians at an early age. Typically, I’ve found that when a child feels this pressure it creates stress. When a child feels stressed they shut down and disengage. If educators can intentionally incorporate math concepts through everyday activities, the stress on children is eliminated.

Math in early childhood education has many stages that come together to create its foundation. It’s a process for children. Once they develop one math concept, they are ready to build upon it or move along to the next level of this process. In my previous math blog we highlighted math concepts and everyday activities that were taking place in our infant and toddler classrooms. As we build upon that infant and toddler math foundation, let’s focus on the everyday activities that occur in preschool classrooms. Remember, when we think outside the math center box, we realize math concepts can be intertwined throughout every classroom area/activity, during daily routines, and even transitions. All it takes is a little intentional teaching and teacher-child engagement.

Let’s think about a few math staples that can be introduced and strengthened during this process of development. First, we need to recognize there is a difference between counting and quantifying. This is how I think of it: counting is verbalizing the number words, which is a big part of the process, but quantifying is the end product, when the child determines how many are actually in the set.

**Rote counting**—children verbally putting the number words in order (usually memorized, not necessarily quantifying objects).

- Rote counting activities outside the math area are usually originated from the intentional teacher: “I wonder how long it takes us to walk down the hall. Help me count.” or “I wonder what’s the highest number you (we) can count to?”
- Cooking activities or turn-taking structures. Allowing each child to stir during the cooking activity for 10 seconds.

**One-to-one correspondence/principle**—a child matches one object to each object in a set (i.e., ice cube tray and pom-pom activity) or the child matches one number word to one object (i.e., touching each dot on the die as they say the number word).

- Everyday activities such as allowing children to help count chairs at the snack table, crackers as you pass them out, or heads as you transition outside will strengthen this skill.
- When I was in the classroom, I always found that young children were more successful grasping one-to-one correspondence/principle when
**counting large objects or utilizing gross motor motions.**

**Cardinally**—the stage when a child realizes the last number counted represents the total amount in the set.

- Once you begin observing children quantifying, asking questions such as: “How many spaces are left?”, or “How many did you count?” will promote and support the cardinally stage.
- Graphing activities are a great way to incorporate many mathematical milestones. While working with graphs children are quantifying and incorporating math vocabulary words such as “more,” “less,” and “least.”

**Patterning— **the ability to create or continue a repeated format or design.

- A few everyday patterning activities would be clapping out patterns, building with Legos, and at times seating arrangements for lunch or group time (i.e., patterning children themselves by clothes or shoes).

Making math part of children’s everyday life is a great way to support their development. What other ways can you incorporate math concepts into your daily schedule?