Here is a song we enjoy singing and exercising to in Clee Class!
https://www.youtube.com/watch?v=0TgLtF3PMOc&t=54s
Encourage your child to join in with both the counting and the actions.
Today I’d like you to work on estimating with your child. We have covered this in class. It is a subject we revisit regularly to keep it fresh in your child’s mind. Remind your child that an estimate is a ‘sensible guess’. Emphasise that there is no wrong answer as we are estimating.
Here are a few pictures. Show your child one picture at a time. Ask them to estimate how many objects they can see. Don’t give enough time for your child to count! You could estimate too, and make it into a game with your child.
I usually start by making a really daft estimation – for example “Are there a million?” or “Is there 1?” This makes the children laugh, but also emphasises that they are not sensible guesses, which is what an estimate is.
Show your child this picture quickly. Don’t let them count! Ask them to estimate how many building blocks they think there are. You could ask them to write down their estimation. Look at the picture again and allow your child to count the blocks. Was their estimate close? Did they estimate more or less than how many there are?
Repeat by asking your child to estimate and write down how many ducklings they can see here.
Ask your child to count the ducklings and then write the actual amount. Ask the questions “Did you estimate more/less than there actually are?” “Was your estimate close/sensible?”
Repeat the activity with the following pictures.
You could extend this activity by playing the following game and using objects you have in your house. Dry pasta, small blocks, counters from games, raisins. grapes, smarties, dry cereal or anything small enough for your child to ‘grab a handful’ can be used. You will also need a plate or dish, paper and pencils.
- Ask your child to grab some of the objects and put them on the plate.
- Both estimate how many objects you think there are.
- Both write down your estimates
- Count to check. Who was closest? You could keep score of who has the nearest estimates
- Repeat activity a number of times – perhaps take it in turns to grab the objects.
