I’ve written about hopscotch over the past few years (try here and here) as there are often very good examples of complicated and unusual formats on the sidewalks near my house.  I like the idea of creating a hopscotch game in the classroom using tape for the outline and bean bags for the toss.  I once used masking tape but it was a nightmare to get off, so try using painter’s tape, as it is designed for easy removal.

Start simple.  Use the tape to create 5 spaces and once the children become comfortable with this, you can add more.

At first, encourage the children to jump with both feet in each space as they might be working on this skill before they are ready to hop on one foot and skip spaces.  They can play cooperatively before they play competitively, simply taking turns tossing their bean bags and jumping or hopping through the course.  There is plenty of time for complicated and cut-throat games of hopscotch later.  For now, use this indoor version as gross motor opportunity that encourages number recognition, turn-taking, following directions, spatial relations, body awareness, and gross motor skill-building.

Over the next several Thursdays, I am going to write about an indoor gross motor activity that supports the physical development of the young child while providing additional opportunities to encourage mathematical thinking.

Simon Says

Simon Says is one of those games that grows as the child grows.  Even two-year olds can play a simplified version of Simon Says, one without consequences, right or wrong, or a set of rigid rules.  This game is exactly like Follow the Leader, but Simon gives verbal directions rather than modeling the action. The rules are simple.  At first, the teacher is Simon.  The teacher gives directions that begin with the words Simon Says and follows with what the children should do.  Once in a while, the teacher gives a direction without preceding it with Simon Says, and the players are supposed to ignore the directions because Simon didn’t say. When children are older, Simon Says becomes a game of elimination, but I wouldn’t play that way during the early years. (Sitting out because you failed at preschool is simply not an option for me.)

When playing with preschoolers, try to include numbers in your directions. “Simon says, jump 3 times.” or “Simon says, stand on one foot.” You can include notions of spatial awareness. “Simon says, walk to the edge of the rug.” or “Simon says, spin in a circle.” You can also include some simple counting. “Simon says, count to 5.” or “Simon says, count our friends.”  The whole game doesn’t have to include math, but some of it can.  It is a natural fit and works well.

Once the children in your group become familiar with the game, be sure to encourage the children to take turns being Simon. The opportunity to give the directions, rather than following them, is quite powerful, so let them try.

Some bugs fly (butterflies, ladybugs, bumblebees), some bugs crawl (spiders, beetles), some bugs hop (grasshoppers, cicadas), and some bugs slither (worms, caterpillars).  Using these attributes, children can sort themselves into groups who move the same way. Using your giant bucket of bugs, have the children close their eyes and pick one out.  They can then decide if their bug hops, crawls, slithers or flies.

At group time you can introduce the song about Sammie. It goes like this.

This is a story about Sammie.

His father sent him out to buy bread.

But Sammie didn’t feel like walking,

he wished he could fly instead.

“If I was a  butterfly (pick a bug that flies), I would fly to the store, fly to the store, fly to the store.

If I were a butterfly, I would fly to the store to buy bread.”

 

This is a story about Sammie.

His father sent him out to buy bread.

But Sammie didn’t feel like walking,

he wished he could crawl instead.

“If I was an ant (pick a bug that crawls) I would crawl to the store, crawl to the store, crawl to the store.

If I was an ant I would crawl to the store to buy bread.”

You continue this until all of the bugs have had their turn.  Sammie is an absolute favorite and a great way to get the kids moving.  Remember to discuss how the bugs are the same and how they are different.

I’ve been out of that game for some time, so I now live vicariously through other people’s fabulous equipment.  This week I saw this new mat.

This mat reminds me of “stepping-stones” or “tree stumps” that children traverse in the great outdoors.  I can’t help but think about all of the math possibilities for children as they play here.  Everything from jumping on two feet from stump to stump, to a simple version of “Twister’ where the teacher calls out “one foot and one hand” or “two feet and two hands”.

Can you think of any other math games you could play on this cool mat?