Title: | How Can Active Games Help Children Meet Math Benchmarks? |
Url: | https://illinoisearlylearning.org/blogs/growing/math-games/ |
Languages: | ● English |
Spanish Version: | ¿Cómo pueden los juegos activos ayudar a los niños a alcanzar parámetros de matemática? https://illinoisearlylearning.org/es/blogs/growing/math-games-sp/ |
Source of Publisher: | Illinois Early Learning Project |
Length of article: | Long |
Setting for which the article is intended: | ● Family Child Care ● Child Care Center ● Preschool Program |
Intended Audience: | ● Teachers/Caregivers |
Keywords: | ● Classroom Activities ● IL Early Learning Standards/IELDS ● Mathematics ● Outdoor Activities ● Physical Development ● Play |
Age Levels: (the age of the children to whom the article applies). |
● Preschoolers (Age 3 Through Age 5) |
Learning Areas: | ● MATHEMATICS |
Goals: | 6. Demonstrate and apply a knowledge and sense of numbers, including numeration and operations. 7. Explore measurement of objects and quantities. 8. Identify and describe common attributes, patterns, and relationships in objects. 9. Explore concepts of geometry and spatial relations. 10. Begin to make predictions and collect data information. |
Learning Standards: | 6.A. Demonstrate beginning understanding of numbers, number names, and numerals. 6.B. Add and subtract to create new numbers and begin to construct sets. 6.D. Compare quantities using appropriate vocabulary terms. 7.A. Measure objects and quantities using direct comparison methods and nonstandard units. 7.B. Begin to make estimates of measurements. 8.A. Explore objects and patterns. 9.A. Recognize, name, and match common shapes. 9.B. Demonstrate an understanding of location and ordinal position, using appropriate vocabulary. 10.A. Generate questions and processes for answering them. 10.B. Organize and describe data and information. |
Benchmarks: | 6.A.ECa. Count with understanding and recognize “how many” in small sets up to 5. 6.A.ECc. Understand and appropriately use informal or everyday terms that mean zero, such as “none” or “nothing”. 6.A.ECd. Connect numbers to quantities they represent using physical models and informal representations. 6.B.ECa. Recognize that numbers (or sets of objects) can be combined or separated to make another number. 6.B.ECc. Identify the new number created when small sets (up to 5) are combined or separated. 6.B.ECd. Informally solve simple mathematical problems presented in a meaningful context. 6.D.ECa. Compare two collections to see if they are equal or determine which is more, using a procedure of the child’s choice. 6.D.ECb. Describe comparisons with appropriate vocabulary, such as “more”, “less”, “greater than”, “fewer”, “equal to”, or “same as”. 7.A.ECb. Use nonstandard units to measure attributes such as length and capacity. 7.A.ECc. Use vocabulary that describes and compares length, height, weight, capacity, and size. 7.A.ECd. Begin to construct a sense of time through participation in daily activities. 7.B.ECa. Practice estimating in everyday play and everyday measurement problems. 8.A.ECa. Sort, order, compare, and describe objects according to characteristics or attribute(s). 8.A.ECb. Recognize, duplicate, extend, and create simple patterns in various formats. 9.A.ECa. Recognize and name common two- and three-dimensional shapes and describe some of their attributes (e.g., number of sides, straight or curved lines). 9.B.ECa. Show understanding of location and ordinal position. 9.B.ECb. Use appropriate vocabulary for identifying location and ordinal position. 10.A.ECb. Gather data about themselves and their surroundings to answer meaningful questions. 10.B.ECb. Make predictions about the outcome prior to collecting information, with teacher support and multiple experiences over time. |