How does each obstacle tell you what to count or sort?

Materials:

• Number cards (1–5) - Adjust the range to match your students’ progress as days go by. 

• Small objects to count (blocks, balls, beanbags)

• Colored blocks or shapes for sorting

• Bins or baskets

• Classroom furniture (chairs, tables, pillow, books for obstacles)

Instructions:

• Set up 3–4 obstacle stations using classroom furniture (crawl under a table, jump over a cushion, walk around a chair, stand beside a desk, go between two chairs, sit next to a friend). 

• At some stations, place a number card and a basket of classroom objects. The child matches number to quantity by putting the correct number of items in a cup or box

• At other stations, provide mixed colored objects. The child sorts by color or shape into different containers after completing the obstacle

• Encourage children to use spatial words and explain their actions (“I put three crayons ______ the chair.)

Powerful InterACTions - PK3:

• What number did you see?

• How many did you put in the cup?

• Which color did you sort?

• Where did you crawl, jump, walk, or stand?

• Were you beside, between, or next to something?

• How did you know how many to count?

Powerful InterACTions - PK4:

• What if you have too many or too few?

• Can you sort in a new way?

• Was counting or sorting hard or fun?

• Can you use more than one spatial word?

• Why is sorting and counting important?