Chapter III
Counting Objects, First Steps in the World of Numbers
Why is it worth developing counting through play?
The ability to count objects is one of the key stages of mathematics education for preschool children. Through counting, children learn to notice quantity as a feature of the world, understand order, and also build the first mathematical relations: more, fewer, the same amount.
A child who can count the objects in a set takes an important step toward understanding number as a stable value, independent of the kind of objects or how they are arranged. Thanks to these skills, the preschool child begins to build a base for later mathematical operations such as addition and subtraction, comparing numbers, and analyzing simple logic problems.
In preschool, learning to count should not be limited to reciting a sequence of number words. For a child to understand what "three", "five", or "six" means, they must see it, touch it, count it, and experience it in action. Only then do numbers take on meaning.
That is why in this chapter we suggest a set of games with blocks - a simple and flexible teaching tool that allows creative, active learning by doing. Colorful blocks that are easy to grasp encourage children to handle, build, arrange, and - most importantly - count in context.
What do the suggested games develop?
- understanding that a number stays the same (e.g. 4 is always four, no matter what I am counting),
- practical counting in action (building, moving, ordering),
- the ability to answer the questions: "how many?", "which one?", "more/fewer?",
- group cooperation and mathematical communication.
The games have been designed to be simple to run, flexible, and easy to adapt - both for a small group and for individual work. Each activity also includes a suggested variant or extension.
This chapter is an invitation to joyful counting - through movement, building, action, and conversation. Trust the power of concrete materials, and children will gladly step into the world of mathematics.
The Block Number Tower
Learning goal
The child counts blocks, building a tower that matches a given number. They practice understanding number as quantity.
Needed elements
A set of gears (12 gears per child), cards with digits (from 1 to 12) - optional.
How it goes
The teacher shows the children a digit card (e.g. 4).
Children build a tower from as many blocks as the digit shows.
After building the tower, children count each block out loud: "one, two, three, four".
Together we compare the heights of the towers in the group - is any tower taller? shorter? if so, why?
We repeat the activity with other digits.
Variants
● Each child individually draws a digit card with their eyes closed.
● The teacher builds a tower, and the children guess how many blocks it is made of; together they find / recognize the digit that matches the number of gears in the tower.
Children work in pairs: one builds, the other counts and checks.
Prepare cards with digits.
Who Has How Many?
Learning goal
The child counts their own blocks and compares the number with others. They develop the skill of comparing sets and using the words: more, fewer, the same amount.
Needed elements
A dozen or so of any blocks for each child,
bowls, plates, or boxes for sharing out the blocks
How it goes
Each child receives a randomly chosen number of blocks (e.g. 2, 3, 5...).
Children count their blocks and say out loud how many they have.
The teacher asks: "Who has the most?", "Who has the fewest?", "Does anyone have the same amount as...?", "Who has the most in the color...?", "Who has four gears / two cylinders?"
Children line up in increasing/decreasing order according to the number of blocks they have.
Variants
- Children may draw the number of blocks themselves with their eyes closed.
- Instead of comparing in pairs, children form groups by number (e.g. "everyone who has three blocks - together" / everyone who has two gears, etc.).
- A child may compare their blocks with the teacher: "Do I have more than you?"
Build a Number
Learning goal
The child creates a construction from blocks that matches a given number. They develop spatial imagination and mathematical skills.
Needed elements
A set of blocks for all the children to use together (e.g. poured onto the carpet), cards with digits (optional).
How it goes
The teacher shows the children a digit (e.g. 5). Each child's task is to build any construction from exactly as many blocks as the digit shows. The child describes what they built: "This is a tower of five blocks", "I built an airplane from three". The teacher encourages the children to compare their constructions in terms of size and number of blocks.
Variants
- Children build constructions in pairs, choosing the number of blocks together.
- A child draws two numbers and builds two constructions - then compares which one is bigger.
Jumping Blocks
Learning goal
The child counts objects, combining counting with movement and spatial orientation.
Needed elements
A set of blocks for all the children to use together (e.g. poured onto the carpet).
How it goes
The child arranges their blocks in a row on the floor, with spaces between them.
The child's task is to jump over each block, counting out loud: "one", "two", "three"...
After going along the whole line, they can return to the start and play a second round with a different number of blocks.
Variants
- Instead of jumping over, children may place a foot next to each block or touch it.
- Children may arrange the blocks in other layouts (e.g. a circle, a path) and count while moving along them.
- The teacher may build one track with the children, which the children then jump over in turn, counting up to a set digit and after it starting again from "one".
Colorful Tasks
Learning goal
The child counts objects that belong to one category (color) and develops observation skills and concentration.
Needed elements
Blocks of different colors placed in bowls, hoops, etc., bowls, bags, or containers for sorting
How it goes
Each child receives a bowl of mixed colorful blocks.
The teacher gives the instruction: "Find and place in front of you three blue blocks".
The child chooses the right color from the bowl and counts the chosen blocks, arranging them in a row.
Together you check whether the number and color are correct.
Variants
- As a movement game: we pour the blocks onto the carpet, and children look for blocks and carry a set number of a given color to their places.
- Children draw cards with a color and a digit (e.g. "green + 4") and complete the task according to the instruction.
- Cards with colorful blocks of the matching shape and with digits.
How Many Disappeared
Learning goal
The child counts objects and develops an understanding of subtraction in concrete action.
Needed elements
Blocks for each child, a covering (e.g. a scarf, a sheet of paper)
How it goes
The child arranges in front of them the number of blocks given by the teacher in a row and counts them.
The teacher asks the children to close their eyes, walks through the group, and takes some of the blocks from several children. The children open their eyes, count the blocks they can see, and answer the question: Who has how many blocks? "How many blocks disappeared?" Then we check whether the answers are correct. Children whose blocks disappeared take the missing number of blocks. We put all the blocks back into the shared pool and take a new amount given by the teacher / one of the children.
Variants
- Children work in pairs and take some of each other's blocks.
- Instead of saying how many blocks disappeared, you can ask the children to clap / jump the missing number - the rest of the group counts to guess how many blocks are missing.
- Children may also show the missing amount with a digit.
The Block Concert
Learning goal
The child counts objects through rhythmic movements and sounds, and develops auditory memory and coordination.
Needed elements
A set of blocks for all the children to use together (e.g. poured onto the carpet).
How it goes
Each block is one sound or movement: a tap on the table, a clap, a stamp on the floor, etc. The child arranges a chosen number of blocks in front of them and plays a "concert": for each block they make one sound - the sounds must not be repeated. Counting happens at the same time as the rhythm: "one", "two", "three"...
Variants
You can introduce groups of sounds, e.g. now each block is one animal sound.
Instead of sounds, you can ask the child to link each block with one movement (e.g. a jump, a turn, a squat, a bow, a hop on one foot, etc.).
Work in pairs: one child plays the concert, the other counts and recreates the sequence.
Give Me This Many
Learning goal
The child counts objects, carries out tasks according to an instruction, and consolidates number words.
Needed elements
A set of blocks for all the children to use together (e.g. poured onto the carpet),
cards with digits (optional)
How it goes
The teacher says: "Give me three blocks".
The child counts out and hands over exactly as many blocks as were asked for.
Then the children swap roles: the teacher asks, and the children learn to give instructions to one another.
Variants
● The teacher shows a digit card instead of a spoken instruction.
● The child may give blocks of a set color or arrangement (e.g. "Give me two red and one yellow"). It is then also worth counting together - how many blocks did I ask for?
Children may do this activity in pairs.
Blocks in a Row
Learning goal
The child counts objects in a set order and recognizes ordinal relations (first, second, third...).
Needed elements
A set of blocks for all the children to use together (e.g. poured onto the carpet)
Four platforms per child (e.g. two green and two yellow)
How it goes
Each child joins four platforms into one path.
Children place 8 blocks on the platforms in the top horizontal row and 8 blocks in the bottom row.
The teacher asks each child questions: "Which block is the third in the first row?", "What color is the fifth block in the bottom row?"
Variants
- Instead of colors, children may create patterns or arrangements (e.g. gear-cylinder-gear...).
- The task may be done in pairs.
- A similar activity in pairs: one child describes the arrangement of their own blocks, the other recreates the layout on their platform.