Early Math Counts

• Measuring worms (use the worms that are approximately one inch long)

• Objects to measure  (lengths and widths—objects should be bigger than the length of a worm)

• Recording sheets with pictures of the measurable objects on the left side and a space with each colored worm at the top of the page, with spaces below to place the number of worms. Each colored worm is a different length, so the children will be measuring each object using the various colored worms.

Note: Small parts pose a choking hazard and are not appropriate for children age five or under. Be sure to choose lesson materials that meet safety requirements.

1. Show the children the worms and let them hold the worms and play with them a bit. Ask them what they notice about the worms. “Which colored worm is the shortest? Which colored worm is the longest?”
2. Give the children a set of five worms (red, yellow, green, blue and purple) and have them put the worms in order from the shortest to the longest.
3. Explain to the children that their activity will be to measure items around the classroom, using the worms as measurement tools.

1. Model how to measure an object using the worms and recording results on a sheet. Say: “I am going measure the width of the table. The width is the distance across, side to side. First, I am going to use the blue worms to measure the width of the table. How many blue worms do you think the width of the table will be?”
2. Explain and model how to put the worms end to end when measuring. Say: “Okay. The width of the table is 16 blue worms long. Now let’s measure the width using the green worms. Do you think the width of the table will be more green worms or less green worms?”
3. After you have measured the width of the table using all of the different-colored worms, write your findings in the spaces on the recording sheets. Say: “The width of the table is 16 blue worms. The width of the table is 11 green worms.” Next to the picture of the table and under the color blue, write the number 16 or draw 16 blue worms. Next to the picture of the table and under the color green, write the number 11 or draw 11 green worms.
4. Give the children the worms and a recording sheet and let them start measuring. To begin with, the recording sheet should contain either the length or the width of an object, but not both.
5. Once the children are done measuring all of their objects, gather them onto the rug to compare their answers. Highlight that it takes more of the shorter worms than it does the longer worms when measuring the objects. Ask: “Why do you think that is?” Collect their answers for working definitions.

Additional Extensions

• Have the children use worms of different colors to measure an object and then have them record their findings. Say: “The width of the table was one green, three blue, three yellow and four red worms long.”

• Have the children find the difference between the colored worms used to measure the objects. Ask: “What is the difference between the 16 blue worms and the 11 green worms?”

• Measure: Use of standard units to find out size or quantity in regard to: length, breadth, height, area, mass, weight, volume, capacity, temperature and time (e.g.,”Let’s measure how many blue worms the robin’s tail is.”)
• How many: The total or sum (e.g.,”How many blue inchworms long is the robin’s tail?”)
• Distance: The length between two points (e..g, “Using the blue inchworms, let’s measure the distance from where we are sitting to the door.”)
• Width: The extent from side to side or breadth (e.g.”Measure the width of the bed.”)
• Length: The longest extent of anything as measured from end to end (e.g.,”The length of the table is 22 yellow worms.”)
• Shortest: Comparison words for length (e.g.,”Which colored worm is the shortest?”)
• Longest: Comparison words for length (e.g.,”Which colored worm is the longest?”)
• More: A value that is higher or greater in number (e.g.,”Now let’s measure the width using the green worms, which are longer than the blue worms. Do you think the width of the table will be more green worms or less green worms?”)
• Less: A value that is smaller in number (e.g.,”Now let’s measure the width using the green worms, which are longer than the blue worms. Do you think the width of the table will be more green worms or less green worms?”)

Early Math Glossary

Adapt Lesson for Toddlers

Toddlers may:

• Have difficulty multitasking and concentrating on one objective
• Struggle to form their numbers

Child care providers may:

• Have the children measure an object with worms of only color
• Have the children draw the number of worms that they used to measure the objects

Adapt Lesson for Preschoolers

Preschoolers may:

• Easily measure objects using worms of one color
• Be able to multitask and record the different-colored worms that they use to measure

Child care providers may:

• Have the children use worms of different colors to measure an object and then have them record their findings. “The width of the table was one green, three blue, three yellow and four red worms long.”
• Have the children find the difference between the colored worms used to measure the objects. Ask: “What is the difference between the 16 blue worms and the 11 green worms?”