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Topic “Shape, space and measure”
Activities to understand and use the concepts of full and empty
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Introducing full/empty - full/empty symbols - click here to print - play activity - water/sand/soil/small toys - different containers | 1. Print and cut out the symbols set you wish to use - you could work on full empty straight away or simply if by using full/not full. 2. With your chosen play equipment, model to your child what full and empty look like with a range of different containers and items to fill them. 3. Comment on your child playing, encourage them to make full containers then empty them. | If your child is finding it challenging to grasp the difference between full and empty. Choose one concept first, e.g. full, and use 'not full' as the alternative. Once you are confident that your child understands this concept you can start to teach the concept of empty. |
| Water play - Aprons for you and child - Symbol for 'full' and 'empty' - click here to print - Four identical see-through containers - Two large jugs/bottles - Paper towels - Plastic sheet to work over
| ||
| Watering the garden |
Activities to develop understanding of the concepts fast and slow.
| Activity/strategy name and materials required | How to do the activity | Key principles for doing the activity and comments |
|---|---|---|
| Fast slow car game | 1. Print and cut out the fast/slow symbols. 2. Explain to your child that they are going to pretend to be a car and move around the room. You will tell them to go slow or fast depending on which symbol you show. 3. Have a practice by showing the symbol and saying the word and encouraging your child to move slowly or fast around the room. 4. Swap over and let your child tell you whether to go fast or slow. | If your child is finding it challenging to grasp the difference between slow and fast. Choose one concept first, e.g. slow, and use 'not slow' as the alternative. Once you are confident that your child understands this concept you can start to teach the concept of fast. |
| Traffic Spot | If your child is finding it challenging to grasp the difference between slow and fast. Choose one concept first, e.g. slow, and use 'not slow' as the alternative. Once you are confident that your child understands this concept you can start to teach the concept of fast. |
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