Kiptown Grocery Store • Standards • Books • Websites • Off-Screen Activities

The Kiptown Grocery Store introduces math skills. Math experiences that are developmentally appropriate and are made meaningful through play facilitate a children’s learning of math concepts. At the Kiptown Grocery Store, children practice one-to-one correspondence, positional terms, pattern recognition, and data analysis skills.

 

Standards

Grocery Store Main Screen

Standard: Social-Emotional Strand 4: Approaches to Learning Concept 1: Curiosity The child is inquisitive about new experiences. b. Shows interest in learning new things and trying new experiences. Back to top

Grocery Store Activity 1

The child practices one-to-one correspondence.

Standard: Mathematics Strand 1: Number Sense and Operations Concept 1: Number Sense The child uses numbers and counting as a means to determine quantity and solve problems. c. Counts groups of objects using one-to-one correspondence. Back to top

Grocery Store Activity 2

The child practices using positional terms.

Standard: Mathematics Strand 4: Geometry and Measurement Concept 1: Spatial Relationships and Geometry The child demonstrates and understanding of spatial relationships and recognizes attributes of common shapes. a. Demonstrates understanding of positional terms (e.g. between, inside, under, behind) Back to top

Grocery Store Activity 3

The child practices completing patterns.

Standard: Mathematics Strand 3: Patterns Concept 1: Patterns The child recognizes, copies, and creates patterns. b. Extends simple patterns Back to top

Grocery Store Activity 4

The child practices data-analysis tasks.

Standard: Mathematics Strand 2: Data Analysis Concept 1: Data Collection and Organization The child collects, organizes and displays relevant data. b. Organizes and displays information by shared attribute or relationship. Back to top

Books

Elhert, Lois. Eating the Alphabet. New York: Red Wagon Books, 1996.

Edwards, Roberta. Five Silly Fishermen. New York: Random House Books for Young Readers, 1989.

Harris, Trudy. Pattern Bugs. Minneapolis: Millbrook Press, 2001.

Hoban, Tana. Over, Under and Through. New York: Aladdin, 1987.

Hutchins, Pat. Don’t Forget the Bacon! New York: Harper Trophy, Inc., 1989.

Jonas, Ann. Splash! New York: Harper Trophy, 1997.

Keenan, Sheila. More or Less a Mess. New York: Cartwheel Books, 1997.

Murphy, Stuart J. Seaweed Soup. New York: HarperCollins Publishers, 2003.

Murphy, Stuart J. Talley O’Malley. New York: HarperCollins Publishers, 2004.

Tang, Greg. Math Fables. New York: Scholastic Press, 2003.

Wells, Rosemary. Emily’s First 100 Days of School. New York: Hyperion, 2005.

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Websites

• PBS Parents: “Early Math”
  
  
• Curious George: Count Your Chickens
  
  
• Curious George: Juggling Georg
  
  
• Sesame Street Workshop: Check Out Cookie
  
  
• PBS: Sprout: Spud’s Counting Game
  
  
• PBS Cyberchase: Bugs in the System
  

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Off-Screen Activities

Patterns, patterns everywhere!

Learning to use patterns to solve problems develops naturally as children play. One way to foster this skill is to help your child become aware of patterns in the world around them. For example, you might point out patterns in how flowers are arranged in a garden, how cookies are arranged on a platter, or how stars appear in the sky. You may choose to play an “Assembly Line” game with patterns in your kitchen. First, line up an assortment of frosted cupcakes, and an assortment of topping such as sprinkles, M & M’s, etc. Create a pattern on three cupcakes, and ask your child to copy the pattern. Then ask your child to create a pattern for you to follow.

Where did my teddy bear go?

Understanding spatial relationships is an important part of early mathematics development. You may wish to play a game with your child to help practice this skill. Ask your child to identify the location of a teddy bear (or another stuffed animal) using varied positional terms. For example, you might place a teddy bear under or behind a couch, or inside a pillowcase, and ask “Where is the teddy bear?” Giver your child clues such as, “The teddy bear is UNDER something.” Then have your child hide the teddy bear. Ask your child questions using positional words to help you find it.

Everyday graphing game

Providing children with opportunities to collect and then analyze or interpret information in their natural settings connect mathematics with children’s everyday experiences. One way to practice this skill is to play an everyday graphing game. Each day for a week, make a new graph with your child based on different information. For example, you might make a graph of toys, the canned food in your cabinet, or your family members. To make the graph, use a large piece of construction paper and write the name of what your are graphing across the top. Give your child an assortment of markers such as buttons or pennies, and have them place one marker under the correct column each time they identify an item.

One-to-one around us

To build an understanding of numbers it is important to engage in activities that are meaningful, challenging and fun. A fun way to practice this skill is to look for examples of one-to-one correspondence in everyday experiences. For example, you might point out how there is one car in each spot in a parking lot or there is one spot for each key on a key chain rack. You can practice one-to-one correspondence by having your child dig holes and plant seeds in each one, set a table with one plate, fork, knife, glass and spoon for each place setting, fill each segment of an ice cube tray, or pour batter into each circle in a cupcake pan.

Count your way through the grocery store!

Learning the meaning on numbers begins with hands-on daily experiences. Use a trip to the grocery store as a counting adventure so that your child can count to ten. Examples of things you may count with your child include: grocery carts, fruit, canned goods, milk cartons, cookies, cashiers, paper bags, lollipops, or juice boxes. Ask your child to count aloud as you are in the store, to count again as you unpack your groceries, and to draw pictures of the items you counted.

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