Outside the room, B showed me this poster.

B explained how they learned “odd” and “even”.  The teacher asked them to count using their fingers.  For “1” you put up your pointer finger on one hand, and for “2” you put up your pointer finger from the other hand. If both fingers are up, then they are partners and you put them together.  Every number that has a partner (2, 4, 6) is “even” and every number that is alone is odd (1, 3, 5). You continue that way, middle fingers, ring fingers, and pinkies.  In the picture below, the number 5 is represented by the ring finger that does not have a partner.  Therefore, it is odd.

I know that these children are a bit older than many of yours and most of them already have a strong number sense, but I still like the idea of this even for younger children. First, I appreciate that the age board is a departure from the typical Birthday Boards that I usually see and second, the counting system is interesting as it reinforces one-to-one correspondence, is easy to do and can be expanded as children get older.

B explained to me that she was “odd” because she was 5.  I asked her what would happen next week when she celebrates her 6th birthday.  She looked at me like I was a simpleton and said, “I will be six and move to the other side of the board.”

Duh.

It is big enough that children can stand or sit on it, move around on it, or line up on it. The numbers are large and easy-to-read.  Odd numbers are red and even numbers are blue, giving additional context clues to support the children’s concepts.

Begin introducing the mat when children are transitioning from one activity to another. Have each child pull a number out of a basket and go stand on that number.  Make sure the numerals you draw on the cards look exactly like the numbers on the line, so if needed, children can match their numbers easily.

You can also use the number line as a place to play a game like Simon Says.

Simon says, “Everyone find a blue number.”

Simon says, “Move to a red number.”

Simon says, “Change places with one of your friends.”

“Stand on one foot.”

Use the number line like hopscotch. Have the children line up at the zero spot and ask them to jump on each number and call it out as they go.  Switch it up by asking the children to hop on one foot, or to only step on the even (or blue) numbers.

If you have older children in your program, the number line can be used for counting on or taking away.  These skills are much more difficult and I would not recommend introducing them until the children have a strong and developed number sense.

Adding gross motor movement to any activity is more inclusive of learning styles and definitely enhances learning.  Leave this mat out during free choice time and see how the children choose to play with it.  Let us know what you find out.