Number and Operations

 TJ Resources/Example activities

and links

• Count how many objects are in a set (1-20).

• Count to 20 or 30 by 1’s and 10’s.

My Counting Chart: #s 1-25

My Counting Chart 1-100

I Can Count to 10 and 100 certificates

• Count backward from 10 to 1.

• Match quantities up to 20 with numerals.

 Math Pack 2: Print and Play: Matching sets to numerals (0 to 9)

• Identify equivalent sets of objects by one-to-one correspondence.

• Read and write numerals 0-20.         

•  Numbers 0 to 10 Chart-English: symbol, word, and picture.

• Numbers 0 to 10 Chart-Arabic: symbol, word, and picture.

• Numbers 11 to 19 English: symbol, picture, words.

Example activities:

• Give child numeral cards, have them place the correct number of counters on each card

• Given, different sets of objects (on cards or real objects), student counts and write the number of objects.

• Represent quantities up to 20 on ten - frames.           

 Ten Frame. Use to teach the concepts of the numbers 10-19 and/or introduce place value.

• Determine if a figure has been divided into halves.             

Use real life examples like sandwiches and apples to show dividing into halves.  Give examples of things cut into two pieces but not necessarily halves.

• Identify and name coins (penny, nickel, dime, quarter, and half dollar) and their values.

• Order numbers less than 20.

 Math Pack 1: Print and Play—Ordering #s 0-9

• Express the relationship between two numbers less than 20 using the words less than, more than, or equal to; fewest, least, etc. Compare and order sets and
  numbers.

 1-100 mini cards. Many uses. Includes operation symbols (>,<, + -, x , etc) for making equations, comparing numbers, etc.

Example activities:

• Give child two or three of the mini cards (above); student chooses which number is greater/smaller

• Give child two sets of objects (beans, cube, etc), child tells which set has more/less.

• Identify the position of a whole number less than 20 on a number line.

• Use the language of ordinal numbers up to tenth.

 Math Pack 3: Print and Play

Ordinal Numbers. Includes Ordinal number learning chart and ordering activity.

• Given a lineup of objects ask which is first, second, fourth, etc.

• Play with Math Pack 3.

• Solve simple word (story)  problems involving whole numbers 0-10.

Make up word problems with themes or objects found around the house.

e.g. Two brothers went to the masjid, three more came.  How many brothers were there in all at the masjid.

• Use pictures or objects to show one more or one less than any number to 20.

Divide a piece of paper into fourths. In each square draw a different amount of objects.  Have student draw one more or erase to show one less. Or use objects and have student add one more, take away one to show one less.

• Estimate and count quantities fewer than or equal to 10.

 Example activities:

Take a handful of objects in one hand and give student a  few seconds to look at. Ask student to estimate how many he saw.

Ask student How many cubes/beans, etc. will fit in your shoe? this hat? my shoe?”

Count and verify all estimates. Discuss how close estimates were.

• Sort objects by color, size, shape, and kind.

 Use buttons, marbles, toys, food, etc. Have student sort by catergories.

Have child help sort laundry or some other real life application that is actually needed.

• Use mathematical terms appropriately.

Be sure to use a variety of math vocabulary and gently correct child for terms said incorrectly.

• Recognize and extend a concrete, visual, or auditory two- or three-part repeating pattern.
   

 Given a pattern, have child complete the pattern for a few repetitions or fill in missing components

• Create and describe a simple repeating pattern of numbers or figures.

• Identify patterns in the environment, in arrangements of objects, or in pictures.

• Read and explain simple addition and subtraction number sentences.

Geometry

• Recognize circles, squares, triangles, and rectangles in the environment and as faces of three-dimensional objects.

• Recognize basic properties of and similarities and differences between simple geometric figures (e.g., number of sides, corners). Identify similiar shapes.

• Reproduce and create circles, squares, rectangles, and triangles.

• Reproduce and create structures using three-dimensional shapes.

• Combine two-dimensional shapes to make pictures.

Use cut out circles, squares, triangles to build a picture (e.g. house)

• Recognize and show terms of relative position and direction in a variety of situations (e.g., over, under, forward, backward, between, right, and left).

 Using a book or other object, ask child to tell you where the book is in relation to another object (the book is under the table)

Measurement

• Demonstrate understanding of the concept of length.

• Recognize and show which is larger/smaller, longer/shorter, taller/shorter, heavier/lighter or which holds more/holds less, when given two (or more) similar objects.

Use real life objects to compare

• Measure and estimate length of an object using a variety of nonstandard units.

• Use words to describe time (e.g., day, night, morning, afternoon, yesterday, today, and tomorrow).

• Recognize concepts of calendar time using appropriate vocabulary (date, days of the week, months of the year, seasons).

• Identify seasons, days of week, maybe some months

CALENDAR DISPLAY SET  

Date/Time Daily Skills Review  “Script”

Days of the Week Learning Wheel

Days of the Week Activity Cards

Months Learning Wheel.

• Recognize clocks and watches as instruments for measuring time and tell time to the hour.

• Use words to describe temperature (e.g., hot, warm, cool, and cold).

• Recognize a thermometer as a device to measure temperature.

Data Analysis and Probability

• Represent, sort and compare data using concrete objects, pictures, and simple graphs.

• Describe events related to students’ experiences as likely or unlikely.

Ask student questions like is it likely to snow in the summer. Be sure to discuss though that although something is unlikely or likely, if Allah willed it could/could not happen.