Essential Preschool Math Skills

Even though I have training in curriculum, it still took me awhile to figure out the different types of math concepts that I needed to be integrating into my teaching, how, and when. I hope this will help others who are teaching or homeschooling preschool. 

One of my former students placed in the top 2% internationally in Math Olympiad. This is why...[in addition to her just being exceptionally smart!]

The main math skills I will cover here pertain to numeracy and are:

• Pattern recognition & sorting/classification
• Subitizing/quantification
• One-to-one correspondence counting
• Rote counting
• Counting on
• Grid counting
• Scatter counting

Note that on this list is NOT learning number names. This goes with my functional learning method. Knowing the name of a number 1 is not functional. It is vocabulary. Knowing the order or quantity for the number 1 allows for functional mathematical ability. The children all learn that a 1 is called a one, but incidentally, not as a focus of teaching.

This post goes to the next level from my Teaching 2's Math post which was a level up from my Learning Math From Birth. You may also want to read my post Early Math is as Important as Early Literacy

Math, especially, needs to be hands-on learning through play and manipulation in the early years. We are currently on our EGG unit, which is math intensive. This allows you to see some ideas on how to integrate the skill learning into a unit or theme.

These children, 2-3 years old, know their basic colors and can count to 10 in order to do the activities.

PATTERN RECOGNITION & SORTING/CLASSIFICATION

I put these skills together because they are complimentary skills. They both are observation and interpretation of where things belong. If a child can't sort/classify, then they can't complete a pattern activity, and sorting and classification are patterning activities. 

The ability to recognize patterns is considered the NUMBER ONE key indicator for future math success. I start this in infancy, patting out song rhythms on their back or with their feet to music playing along. It builds that ability to begin linking patterns to their world. I use repetitive patterns, audio, physical or visual, for most of my infant and early toddler learning play, specifically to enhance this ability. 

It works. My preschoolers can sort, categorize, and pattern forward and backward much earlier and better than their peers who have not had this early exposure. 

Activity: The children create their own pattern and then extend it out in either direction until they run out of eggs.

Patterning is not just a preschool skill activity. There are patterns everywhere - in the seasons, in our daily schedule, even our daily routines. It allows children to be able to tell time in a general way even as infants. It leads to understanding quantities of time such as weeks, months, years. It allows them to know that we always wash our hands before eating or brush our teeth before going to bed. Those are patterns. There are patterns in nature, music, and daily life. As they enter the preschool era, we work more hands-on and intentionally with creating and manipulating physical patterns.

Activity: The children gather eggs as fast as they can, then sort their eggs by color. For younger children, I might have colored bowls or color circles to assist. We are working on grid formations, so that is why theirs are sorted like this.

Sorting and categorization are naturally occurring. They know farm animals from zoo animals. Red cars are sorted from yellow cars. Blue blocks are suddenly preferred and everything is made up only of blue blocks. As we advance, opportunities are created for more advanced sorting and categorization on more than one trait. Red/green/purple circles that are also small/medium/large. Then throw in a few blue squares of the sizes and see how they handle that. 

SUBITIZING/QUANTIFICATION

This is the ability to instantly recognize quantities. It starts as soon as you begin asking a child if they want MORE. More/less, big/small and their counterparts are all quantifications that toddlers learn. Around three they are learning to recognize a quantity of at least 1-3 objects as being that amount just by looking at it. This is an important mathematical, observation and spatial skill that is often overlooked. The only way to enhance this skill is to give children a ton of opportunities to practice it in grid formation and scatter groups. "Look, you have 3 blocks lined up!" "I see you have 3 cars in your hands." "Do you want 2 or 3 pieces?" and have the groups of 2 and 3 laid out for them to see.

Activity: Bring me 2 eggs the SAME color. Bring me 2 PAIRS of eggs. 2 eggs + 2 eggs is how many all together? Bring me 3 DIFFERENT color eggs. 

Dice play in later preschool and pre-k really works this skill.

However, quantification BEGINS by getting them comfortable with assessing quantities. This is smaller/larger, more/less, smaller/bigger, shorter/taller.  

It also carries over to categorization/sorting and patterning. Being able to tell a specific quantity, first comes from being able to assess the quantity.

ONE TO ONE CORRESPONDENCE COUNTING

While rote counting to 100 wins the accolades, the whole purpose of math is to count THINGS. Even as infants, I have their little fingers touching bunnies in a book as we count them and everything else we can one-to-one correspond. We count, with fingers touching the items we are counting, multiple times a day from the first day they arrive. It is ingrained.

This ability leads to accurate counting, an ability to practice subitizing/quantification on their own, and an ability to do equations much earlier. 

Activity: Once sorted by color, children count how many of each color they have. Then the eggs are combined and again counted by color for the group. Subitizing is encouraged on individual small quantities. Quantity comparisons of same/equal, more, less, how many more, how many less, etc. can be performed.

ROTE COUNTING

Rote counting is the ability to count in numerical order. Seems simple, but it is more difficult and important that children understand that the order has permanence. Numbers occur in order. Always. I have a 2-year-old that just counted to 13. He then skipped up to 15, 16, 17, 19, 20. Still in order, even though he skipped a couple, showing that he has that concept understood. 

We count here multiple times a day, at least once a day to 100. With toddlers, we do 1-2-3 as the focus, and do it multiple times a day until they get it. When they have that down, then I work to 5, then 10, then 11, then 13, then 16, then 20. Then we learn to count by 10's before moving on to counting to 100. Eleven is the hardest because they hear 1-10 SO much from parents and in the shows they watch [AT HOME.] I try not to do that here, which is why we do various counts throughout the day and week.

Rote counting and one-to-one correspondence must be mastered to some degree before other math and science skills can be mastered.

It is so ingrained here, that I just caught this one counting the stripes on his socks as he laid down for nap. It's just what we do. 

Activity: Incubating eggs takes 21 days, exactly the number we are working on for rote counting. 11-19 are the most difficult numbers to master, and this gives us the opportunity to count those on a daily basis for 21 days. We count how many days the chicks need to develop, how many days have passed, and how many day until they hatch. Working rote counting and number recognition. 

This is an example of how number recognition happens without it being a main objective. The objective is counting.

COUNTING ON

This is the beginning of addition and future understanding of equations. It is an extension of rote counting and one-to-one correspondence. You have 3 items and another two are added, you can continue on from 3 to count 4, 5. This is NOT an easy skill to master. They want to go back and now count the whole group, until it clicks. This takes a lot of exposure and practice, but a child that can subitize/quantify then count on has a higher level of numeracy and mathematical understanding from which to scaffold.

Activity: When doing 10-frame counting, try to get them to begin counting after subitizing a smaller amount. Also when doing fact families of lower numbers. Here we are doing fact families of 5, and I ask them to subitize and count on from the smallest quantity. This requires direct instruction. This is an activity they can do independently, to a quantity they are familiar with manipulating. The older ones will automatically go to 10-frame.

GRID COUNTING

The current math [Common Core circa 2018] is almost entirely based on 10. Ten frames are used exhaustively. So what used to be just an easier way to line up and count items, now becomes a focused effort to get preschoolers to line items into ten frame organization, which is a grid. 

Understanding rows and columns, creating and reading charts, is actually very easy for even young preschoolers to master. I begin by using the actual items and eventually move it to a white board. Once they reach school, the same concept will be used on endless worksheets [sigh.] 

Additionally, if preschoolers get the concept of grid layouts early, multiplication and division makes absolute sense to preschoolers, and often they figure it out on their own. It also helps with the concept of skip counting that they will need to master in elementary school.

Grid counting here begins when I line up items for a toddler or early preschooler to rote count easily using one-to-one correspondence. I do make certain that they count vertically as well as horizontally, such as stacked blocks. These are some former pre-k students doing the same at a higher level. As play. Their ability to read and interpret graphs was amazing.

It also helps with addition and subtraction as I can split objects into linear groups to show fact families and the permanence of the count.

SCATTER COUNTING

Scatter counting is figuring out a methodology of counting a scattered group of objects. It's pretty difficult. Different children do it differently. Whatever works for them. Left-right, top-bottom, or physically moving items from an uncounted grouping to a counted grouping. I show them all the ways and let them figure out what works best for themselves. This takes a lot of exposure and practice. They begin as toddlers as I hold their fingers and we count flowers in a book, worms on the ground, freckles on a face, etc. 

Since mine learn it in conjunction with rote counting and one-to-one correspondence counting, they pick it up fairly easily. The main issue is getting them to slow down and pay attention enough to be accurate. Even if I just observe them doing it in play on their own, if they do it wrong, I have them do it over again until they get it correct. This is one skill that needs accuracy reinforced.

Activity: Place items in a bowl so that linear or grid formation is not possible then have them count the items. Different colors, especially in easily subitized quantities, is easier than all different colors or all one color. This is an activity they can do independently.

These are the skills that make other skills possible - time, measurement, geometry beyond simple shapes, fractions, etc. 

These are the skills that I want, at minimum, for my preschool graduates to have mastered.

However, start them young and you'll be surprised what they can achieve...

Even at 3.75 years of age, my preschoolers are able to reach beyond these preschool-level skills. We have been spending a lot of focus on measuring recently, which they love. 

For this unit, we started with 3 different sizes of eggs. We discussed how they were the size of a duck, goose and ostrich egg. We discussed how the goose-size blue egg could be small, medium or large depending on which other egg(s) it was compared to in size. We then started to measure. The main objective was to learn about circumference. 

We started with measuring the eggs.

Then ourselves.

Then special visitor sock monkey couldn't be left out.

Then we worked on heights.

Width and diameter.

Once again, measuring was the goal, but number recognition, number order, and quantity comparisons were integrated. 

They were allowed to play and do the activity unsupervised after our introductory session.

You can see the level of engagement and curiosity. Make it fun, and they don't even know how much they are learning.

Teaching Twos - Math

Please remember that this is child-led learning through play and movement. No drills, worksheets, etc. I'm going to present them in a series of subjects:

• Language
• Mathematics
• Science
• Social/Community
• Gross Motor
• Fine Motor
• Art

MATHEMATICS

If you haven't read my Early Math post, it has some excellent sources for why math introduction is as important if not MORE IMPORTANT than early language learning. We think nothing of talking to our babes in the womb and speaking to them from birth, but we often view any other form of early teaching as harmful. This simply isn't true. 

Learning through play and movement, observations in life, and experiences are how children learn in a developmentally appropriate manner. Of course they shouldn't be expected to do worksheets and drills. Those aren't even developmentally appropriate for a 2nd grader, though school systems choose to often teach them in this manner. 

Early math introduction has far-reaching benefits for children, and many cross-over aspects into reading and other subjects.

There is no expectation on the part of the child here. The expectation is on me to provide the teaching, the exposure to the concepts. The child either embraces it, ignores it, masters it, manipulates it, or just stores bits of it away for later. Often much later. But the point is that the information is there for them when they want or need it and more of it is retained, earlier, due to the exposure through casual, fun opportunities.

Rote Counting
This is what people often view as math learning. Number order and number recognition. This is such a blip on the radar of math learning, though. 

Rote counting is done daily here with our 0-10 chant. They love it. Rote counting is done more for introduction of number vocabulary, patterning/sequencing, and the concept of consistency, rather than getting them to be able to count, at this age. 

Since we begin in infancy with numeracy introduction, the 2's know their number names. Can they count? Not really. They have numbers they like and usually put them in numerical order. Mr. R likes "1,2,5!" Mr. H likes "1,3,4!" Usually they can pop up with the next number in a sequence, and they recognize some numbers. We say things like, "One, two, threeeee, GO!" to help with beginning counting. They are often observed counting in play.



One-to-one Correspondence
From birth we teach one-to-one correspondence. This is SO important for math and reading. We spend a little time on rote counting, but we spend a LOT of time counting THINGS. Numbers by themselves have little meaning, it is numbers as representations of quantities that have meaning, and that concept is as vital as the concept that words have meaning. We count things as least a dozen times a day: animals on a page, cups on the table, rocks in a bucket, balls we pick up, grapes on a plate, etc.

Shapes & Geometry
We work on identification of: circle, square, triangle, heart, star, crescent, with diamond, rectangle and oval added in as needed. Shapes are not something we actively work on, but casually discuss in environmental and book experiences. Just like colors, they seem to just pick them up. 

Even more casually, I introduce 3D shape vocabulary, keeping in mind that they are TWO. The moon is a circle. They lack the abstract thinking to interpret it as a sphere, so for now, it is a circle or a crescent.

More actively, we work with shapes. Often this is not a shape learning activity, but a geometric manipulation activity and/or logic/reasoning activity. For instance, at 2 years and 3 months, the three in the picture below, all born within days of one another, are able to do tanagrams, shape sorters, shape puzzles, Wedgits, etc. that work with shapes, but work with much more than just learning shape identification. Even puzzles are working on perspective, movement across a plane, translation, rotation, etc.

We also actively work with coordinate geometry terminology: up/down, back/forward, in/out, etc. I call this positional work. We do this as physial activities, casual observations, and purposeful book work. such as, "What is BELOW the bird?"

Measurement/Proportion
If I ask the 2's to get one or two of something, they can do that. We are working on more/less, a lot, big/small high/low and various other quantification concepts. 

Much of this type of learning is done in the sandbox and water table and playing with loose parts. Filling, pouring, dumping into a bigger or smaller container, trying to fit items into other items, all teaching proportion, volume, weight, length, height, concepts.

Even jumping off of things, stepping between pavers, reaching up for items, all teach measurement and proportion concepts.

Logic & Reasoning
Logic and reasoning are in play throughout the day. When I ask, "Is that okay?" I can see their young minds running through the reasoning. "Do you need to spend some time in time out?" "No." "Then what do you need to do?" Off they go making a better choice. Much of their logic and reasoning comes through playing with loose parts. We have a ton of stuff in our outdoor play area/classroom that they can use as they will. They often come up with uses for items that I never would have or could have thought up. Much of logic and reasoning comes from simply enabling them to experience a vast amount of different situations and the outcomes of their decisions pertaining to those situations.

Patterning & Patterns
At 2, pattern learning is continued from infancy as a physical and musical activity. We are currently working on "Pat-pat-clap, pat-pat-clap, 1-1-2, 1-1-2, pat-pat-clap, I Love You, 1-1-2, 1-1-2."

Last month it was "Jump-down, jump-down, jump-down, spin around. [repeat]" They would jump up then squat down, and turn around after three rounds of that.

There are patterns sprinkled throughout our play and routine. "1-2-3 GO!" is even a pattern. The order we put out beds, is a pattern. 

Grouping
They have their counting bears to color group as an acitivity center choice.
We also do this in pick-up, "Put all the cars away. Now, put all the baby doll stuff away." It may not seem like a mathematical activity, but it is purposefully intended to be such. They begin early on seeing that like goes with like and making inferences about grouping. This is also a science aspect - characterization, identification of traits.

Beginning Computation
This is casual through observation. "Oh, look, you have three, 1-2-3, and he has three, 1-2-3. TOGETHER you have 1-2-3-4-5-6!" "He has one, can you give him another one so that he has two?" "You have one car and one more car, so you have two cars. one and one more is 1-2."


Summary
Not enough attention is paid to the early introduction of math vocabulary and concepts. Not just my opinion, finer minds than mine are saying this. Children learn many of these through their play, and we can scaffold that learning to a higher level through purposeful teaching. We can also provide them with a much broader base of concepts and vocabulary through casual observations of their activities.

I think I do a pretty good job at this. 

Dynamic and Interactive Math Worksheets - Preschool/Early Elementary

Worksheets are not developmentally appropriate for children until around age 8. The key word being DEVELOPMENTALLY. Some children, like my current pre-k's, are developmentally advanced. Once we've gone through the first two levels of instructions, and we need to "take it small," then worksheets become a necessity.

That does not mean that they need to be boring, stagnant and one-dimensional. They can be fully engaging.

Once the children have a concept down, they need the ability to play with it in their own time. These worksheets are FREE CHOICE activities. The children can grab one at will and do it at their own pace. If they only want to do one or two problems, then they can place the unfinished worksheet in their work drawer to come back to later.

If they have difficulty, as with all of our endeavors, they have to try to come up with a work-around before bringing the problem to me. At their disposal for these math worksheets they can utilize an abacus, number line, manipulatives, 100's chart, or a peer tutor.

I have to limit how many worksheets the pre-k's can do in a day. Why? Because they are dynamic and interactive - fun. Every time they do one, it changes. They have no idea what the next draw will be. It's a little mystery, a little adventure, a little magic. Everyone likes surprises, and especially children. 

It is their choice to do the activity. They make the choices of cards, dominos, or how to roll the die, but chance determines the equations. Everything is within their realm of control and self-direction. Empowered learning.

Below is more information on the six worksheets we are using. The instructions sound much more mature than for this age group. Remember that the children already KNOW how to do these, so these instructions are for your information, not a child's instruction. Demonstration always works better than verbal instruction for the children.

MATH PATH

This is the first one we utilize.  Since it is the first, I included a writing key at the bottom. If they need a key on the other worksheets, they just grab one of these for reference, because this is evidently easier than turning around and looking at the one on the wall, or pulling the one from the busy bag bin.

Instructions:

• Roll the die and write down the first number.
• Roll the die and write down the second number.
• If the second number is SMALLER than the first, then you have the choice to add OR subtract.
• If the second number is LARGER than the first, then you have to add.
• Write the function in the circle.
• Complete the equation and write the answer.
• Roll the die and write down the next number.
• Continue.

NUMBER LINE

These kiddos have this one down, so I'm revising a new one that will be used with a 10 or 12 sided die. I will also be doing some for skip counting.

Instructions:

• Roll the die and write down the first number.
• Roll the die and write down the second number.
• If the second number is SMALLER than the first, then you have the choice to add OR subtract.
• If the second number is LARGER than the first, then you have to add.
• Write the function in the circle. 
• Place a dot on the number line relevant to the first number.
• Write the number of leaps relevant to the second number in the correct direction.
• Complete the equation and write the answer.

DOMINO ADDITION

This can also be changed up for multiplication.

Instructions:

• Pick a domino.
• Draw the domino in the boxes.
• Write the numbers that correspond to the domino amount.
• Complete the equation and write the answer.

CARD SUBTRACTION

This uses only cards ace through 9. I like the aspect of A=l. Good algebra initiation. The first time they did this, I asked what the answer was to the equation, something like what is 59-37. Miss A looked at me like I was insane and said, "We can't do THAT!" Then I showed them that she just had on her worksheet and they were amazed.

Instructions:

• Choose 2 cards.
• Place the highest card above the lowest card.
• Choose 2 more cards.
• Place the highest card above the lowest card next to the previous set.
• Write in the numbers as they are on the cards.
• Subtract. Write in the answer.

GRAPHING

Since the children aren't allowed to throw inside, this is a special treat and very popular. I have a set of the soft insertable dice. I took one to use for this activity. This week it is has colors on each side. Next week will be shapes. The next, possibly words that go with our theme, or names of the students. Each week will be different to keep that dynamic aspect going and the interest high.

I could just have all 6 dice out with different things on them, but that takes away from the wonder and anticipation. I could also have a die for each of them, but there is also an element of limited resources being valued more highly than plenty that also keeps the interest higher.

This is by far their favorite. The discussion, prediction, and analysis they engage in between themselves and me as they go through this one is just awesome. "Oh, wow, now ORANGE is winning!" "Hey, now I have a four tie between green, blue, yellow and PINK!"

Instructions:

• Referencing the die, mark in your legend on the bottom row of the graph.
• Answer question 1.
• Roll the die, marking the appropriate box until one column is filled.
• Answer the rest of the questions.

ONE HUNDRED CHART

The stated task of this worksheet is skip counting. However, it works odd/even identification, multiplication, one-to-one correspondence counting, number identification, logic/reasoning skills, addition & subtraction...

I have them work on our red=odd, STOP you can not divide evenly; and even=green, GO you can divide evenly.

Instructions:

• Roll a die to see what the skip count will be.
• Choose a random number as the starting number.
• Skip count forward and backward from that number.
• If you land on an odd number, color that square red.
• If you land on an even number, color that square green.

We can also use the 100 Chart for other math activities, games and mystery pictures.

One of the wonderful things about a mixed age group, is how much the little ones learn through observation, asking questions, and listening to the older children discuss what they are doing.

A parent asked why I don't just laminate these. I may.

But these are new, BIG concepts and skills. I don't want these worksheets to become just another busy bag or time filler. 

I don't believe in flash cards. These children are performing their addition and subtraction facts multiple times a day, through CHOICE and what they consider to be PLAY. 

The retention of those facts is amazing, because it is meaningful to them.

They are identifying mathematical patterns and concepts on their own through exploration, rather than through instruction.

The children do not have to complete a worksheet. If they do not, it goes into their work drawer for later and they have to complete that one before getting another. I think it is important that they build this work ethic. Laminated sheets do not instill this continuity of performance.

Once a sheet is finished, they get to take it home. I also think that being able to retain their work and show it to others is an important aspect of taking pride in their work and accomplishments. The feedback and encouragement will support their continued efforts and self-esteem. 

If you don't want to spend the time making your own worksheets, I have this set available in my TPT store for $1.00.
Tags: homeschool, homeschooling, unschooling, independent learning, preschool, elementary, math, multiplication, addition, subtraction, graphing, child care, daycare, pre-k, child, care, 

You've Got Mail Sorting Activities

I've been waiting for these little mailboxes to arrive in the stores. I've tried using small buckets, muffin cups, etc. to do independent sorting activities, and simply kept mentally kicking myself for not buying some of these last year.

Luckily, Target had them in their dollar section last weekend, and I snagged the last few. 

Since children have a natural affinity for the number three, I try to appeal to that natural order. However, I can use only two of the mailboxes if that's all I need, for instance noun vs. verb; or up it to four on the few occasions that is needed, for instance sorting by seasons.

The tops of these mailboxes come completely off, so I am able to label them on either side for two completely different activities, one for the bigs and one for the littles.

For the bigs, I wanted to work on them distinguishing the blends dr, gr and tr. I used my clipart program and made up picture cards. Since they read well, I didn't want the word on the cards, as many teachers do, so I had to make my own. It was pretty easy for them, but helped to reinforce the skill. 

Surprisingly, dragon gave them the most trouble, with it often going into the gr box.

For the little ones, I simply take the top off and plop it the opposite direction. For the youngest, they have red down, but green and blue get mixed up. So I included red as a given success. For the first few times, I place the green and blue right next to each other for easier discrimination. Once they seem successful, then I move them to either end with red between for higher mastery.

These thick magnetic number and letter tiles were also in the dollar section at Target.

One of the best aspects of these little mailboxes, is that I do not allow the children to take off the tops. First of all they would ruin the soft plastic trying to get them back on, and secondly this allows the children to not fix their mistakes, usually what I DO want, which allows me to assess their first response ability. I can go do something else, and have assessment results wait for me, rather than having to observe the activity. 

Some of the other planned activities:

• shapes sorting, including 3-D
• person/place/thing
• number/letter
• beginning sound sorts
• ending sound sorts
• living/non-living
• animal pictures to habitats
• animal families
• land/air/water
• size sorting
• sequencing sort
• root/stem/leaf/fruit
• food groups
• senses

And I'm certain to find a LOT more uses for these little gems!

Tags: homeschool, preschool, pre-k, children, child, kids, math, language, science, sorting, fine motor, homeschool, homeschooling, child care, daycare, care, learning, activities, 

Christmas Activities and Crafts

Here are a few of the activities and crafts we did this Christmas season.

SNOWBALL TOSS & GRAPH

Using our bins from the block area, I made up the point value numbers, laminated them, and used packing tape to put them on the buckets. The first day worked counting by fives and multiples of fives for the bigs, and number recognition of 5 units for the littles. We changed it up on other days for 2's and 10's. 

Skills: Hand-eye coordination, taking turns, following directions, spatial awareness, number recognition, multiples, graphing, interpreting a graph, ordinal count

CHRISTMAS TREE ORNAMENTS

These are darling keepsakes. I used hotglue for the popsicle sticks. They chose their color and added the gems. I cut out their pictures and added them to a background of scrapbooking paper. The date is simply written on with a fine Sharpie. They used a brown marker to color in the popsicle piece for the truck if they wished.

REINDEER CRAFT

More product than process, but it's really cute. Traced a handprint on folded brown construction paper and cut out. Bigs could do their own cutting. 

Cut two triangles from a sheet of brown construction paper by marking the long sides into thirds and using 2/3 of each side as the bottom of the reindeer. They folded over the top of the triangle, and added the eyes and nose. The bigs could have pom pom noses if they wanted. The big girls wanted to make Clarise, so of course that meant a BLACK nose and bow. The littles I let use the google eyes, but not the pom poms, simply because I know what works and doesn't with them. Pom poms would not work.

Big Miss H asked if she could make her reindeer into a mask. Huh. SURE! Miss A also thought that was a wonderful idea.

REINDEER SANDWICHES and KIWI ORNAMENTS

Yeah, it might be a stretch on the ornament piece, but they bought it. I just used a large heart cookie cutter to cut out the sandwiches for breakfast.

SUGAR CONE CHRISTMAS TREES

Thinned down frosting in squirt bottles, M&M's, sprinkles, and candies. Only the big kids got to do this. They had fun, but it was MESSSSSSYYYYYYY! Eating them was a whole 'nother problem. Most of it got thrown away. I do not recommend this activity for anything other than using them on a gingerbread house display.

JINGLE BELL DANCING

One of those super simple, surprisingly amazing activities. The all LOVED this one. Just jingle bells in a container of water with a strong magnet wand to move them around. Note that the jingle bells were rusting pretty good after a few weeks in the water, but the use they got out of it was worth it.

SNOWMAN PANCAKES

Okay, so this was my first effort at pancake art, so give me a break. The kiddos loved them and thought I did a great job.

And of course, check out the posts on our Christmas Dramatic Play Area,

and our Christmas Sensory Bin from this year.

Tags: child care, daycare, kindergarten, preschool, pre-k, craft, activity, math, Christmas, holiday, season, theme, unit, homeschool, homeschooling, education