Children build their math skills during math-specific classroom activities, but math learning can also happen by integrating math into classroom routines and transitions. There are many opportunities during everyday activities for teachers to engage children in playful and productive math learning. With support from teachers and minimal advance planning, these brief moments of learning accumulate and boost children’s math development. They can be used when speaking with one child, working with a small group, or addressing the whole class.
Ask children to put away toys based on size.
Examples: “Put the biggest toys away first.” Or: “Find a toy to put away that is smaller than your hand.”
To make it harder, give instructions based on height, width, or length. Example: “Let’s put the toy animals away from tallest to shortest.”
Use prompts about numbers to get children’s attention.
Example: “If you can hear me, use your fingers to show me a number that’s bigger than two.”
To make it harder, use larger numbers or request two actions with different numbers. Example: "If you can hear me, clap three times and stomp your foot two times."
Give each child a card with a shape on it. Use the cards to put children into groups or to give instructions about where to go.
Example: “Everyone with a rectangle, go to the art table. Rectangles have four sides. Everyone with a triangle, go to the math center. How many sides do triangles have?”
To make it easier, give all the children in each group the same card. For instance, the children in one group receive cards with an equilateral triangle and the children in another group receive cards with a square. Vary the types and representations of shapes as children’s shape knowledge grows.
Have children move their bodies or body parts at different speeds. Set the tempo for their movements using music or by tapping a beat.
Example: “This song is sloooow. Move your arms up and down slowly to match the song. Now, let’s try a fast song.”
To make it harder, count fast movements versus slow movements. For instance, count aloud together as one child claps quickly for 15 seconds. Then, count as the child claps slowly for 15 seconds. Compare how many times the child clapped in the two situations.
Think of a number, then give children addition or subtraction clues to guess the number.
Examples: “I’m thinking of the number you get when you have two [hold up two fingers] and you add one more [hold up one finger].” Or: “I’m thinking of the number you get when you have three cookies [hold up three fingers] and you eat one of them.”
To make it harder, use larger numbers, no number gestures, or more abstract language, such as: “I’m thinking of the number you get when you start with six and take away four.”
When putting toys away, ask children to pick up a certain number of toys and show you how many they picked up before putting them away.
Example: “Everyone find three toys to put away. I see that Jade has three books, 1-2-3. Riley, you found two blocks, 1-2. Find one more.”
To add variety, ask children to perform a number action, like clapping two times, after they put the toys away.
Hand students cards with shapes or numbers so they make a pattern as they line up.
Example: “We are going to make an ABAB pattern by lining up in a square, triangle, square, triangle pattern. Look at your cards and line up to make this pattern.”
To make it harder, use complex patterns, such as AABAAB, ABBABB, or ABCABC. Example: “Let’s make an ABCABC pattern with numbers. We’ll go 2-4-6, 2-4-6.”
Give half of the students in the class cards with a numeral and the other half of students cards with a set of dots. Have children line up next to the person whose card has the same number as theirs.
Example: “If your card has dots, count how many there are. Then, find the friend who has the number matching how many dots you have.”
To make it easier, give each child a card with a set of dots instead of numerals. Ask students to line up with the person whose card has the same number of dots.
Have children copy a pattern made from sounds and movements.
Example: “If you can hear me, copy this pattern: Clap-stomp, clap-stomp.”
To make it harder, use complex patterns, such as AABAAB, ABBABB, or ABCABC. Example: “If you can hear me, copy my pattern: Clap-clap-stomp, clap-clap-stomp.”
Think of a number, then give children counting clues to guess the number.
Examples: “I’m thinking of a number that comes right after four.” Or: “I’m thinking of a number that comes right before seven.”
To make it easier, use smaller numbers or a number line as a visual aid.
Give each child a card with a numeral or set of dots on it. Have children get in line when their number is called. After everyone is lined up, have each child say their number.
Example: “Count to see how many dots are on your card. Remember the number of dots. When I call your number of dots, get in line.”
To make it harder, have children work together to line up from smallest to biggest or biggest to smallest.
Use prompts about numbers to get children’s attention.
Example: “If you can hear me, use your fingers to show me a number that’s bigger than two.”
To make it harder, use larger numbers or request two actions with different numbers. Example: "If you can hear me, clap three times and stomp your foot two times."
The Math Moments were developed by the DREME University of Chicago and University of Wisconsin, Madison teams led by Susan Levine and Amy Claessens, respectively, and composed of Ariadne Nelson, Michelle Hurst, Leslie Villaverde, Fujiuju Chang, Abrea Greene, and Toyosi Arogbokun. DREME Network affiliates Kelley Durkin, Luke Rainey, Rachel Kasul, Julie Kim, Uhjin Sim, Lucy Rubenstein, Sarah Costello, and Linh Duong contributed to the piloting of the Math Moments. The authors are grateful to the collaborating teachers in Illinois, Wisconsin, Tennessee, and Massachusetts who provided valuable feedback on the activities.