How much? and How many? are fundamental “Big Idea” questions that are so embedded in our everyday life that we often are not conscious that in fact we are doing math. We think of counting the children on the bus at the end of a field trip as a safety issue; or our focus is on balancing storage space and our family’s eating habits when we calculate how many juice boxes, yogurts or cans of soup we want to stock up on during a sale.

© Erikson Institute’s Early Math Collaborative. Reprinted from Big Ideas of Early Mathematics: What Teachers of Young Children Need to Know (2014), Pearson Education.

### At-Home Activity Cards: Counting

Activities related to counting books can spark a lot of conversation and creativity. These English and Spanish-language activity cards are great for printing and using at home and school.

### Why One-to-One Correspondence Matters

Children love to count. Counting helps them make sense of the world and to find out how many of something. With time and practice, children develop an understanding of the “rules” or principles of counting.

### Down with Naked Numbers

All kinds of confusion can result when children are asked to rattle off the numbers from 1 to 10 or 20 or higher without actually counting something. In our learning labs and activities we are working to help teachers find ways to avoid “Naked Numbers

### A Colorful Book to Brighten the Dog-Gone Day

Daniela Giralt at Gunsaulus Elementary, a 2010-11 Early Math participant, used the book Dog’s Colorful Day by Emma Dodd to help her preschoolers explore the Big Ideas of counting. First in the whole group, children added dots to a large dog as Ms. Giralt read the story. During the reading, she stopped to ask, “How many stains do you see now? How many stains do you think there will be if we add one more? How many stains are left after the dog takes a bath?