Children will play an active game to evaluate how they feel about things by giving each item a number value.
Understand that numbers represent quantities and ‘greater than’ and ‘less than’ can be represented by numbers.
Materials and Preparation
- We provide: ‘Modelling picture cards’; ‘Numbers’; ‘Dot index’. Click HERE to download.
- You find: Painter’s tape, masking tape, or chalk
- Print and cut the ‘modelling picture cards’ (one set for you).
- Print the ‘numbers’ (two sets for you).
- Print the ‘dot index’ (one copy for you).
- Before the activity, set up a large room or open area by creating five long horizontal lines with tape or chalk. Each line should be at about 2-3 steps apart. Place one set of the ‘numbers’ 1-5 on the lines (i.e., ‘1’ is the ‘bottom’ line; ‘5’ is the ‘top’ line).
What will we learn?
“Today we will play a movement game where we will share what we like and dislike using numbers.”
What do we know?
- "Sometimes we really like something and other times we really do not like something.”
- Show children the ‘modelling picture cards’. “For example, I really do not like vanilla ice cream and I think strawberry ice cream is just okay. But I really like chocolate ice cream!”
- “Let’s talk about some other things involving our senses! What do you really like to _____ (eat or taste; smell; look at or see; listen to or hear; touch or feel)?”
- “What do you dislike, or really not like, to _____ (eat or taste; smell; look at or see; listen to or hear; touch or feel)?”
- “We also know that some numbers are greater than other numbers. Would you rather have one piece of your favourite fruit or three pieces?”
- Discuss ‘greater than’ and ‘less than’ using a set of ‘numbers’ 1-5 as a reference.
Watch me first!
- “In today’s game, some numbers from 1 to 5 tell how much you like something. We will give things a large number when we really like something and we will give things a small number when we dislike something.”
- Show the ‘dot index’ to help match the number representation (i.e., dots) to the facial expression (i.e., an increase in how excited the face gets) as you explain the following rating system:
1 – You really dislike it; you really do not like it (very sad face)
3 – It’s just okay. You do not really like it or really dislike it (neutral face)
5 – You really like it a lot; it’s your favourite! (huge smiley face)
- Display the ‘modelling picture cards’. “Now I will compare the different flavours of ice cream and give each one a number. Strawberry ice cream is a ‘3’ for me because it’s just okay. I do not like vanilla ice cream so I need to give it a number less than ‘3’. I’ll give it a ‘1’. Chocolate ice cream is my favourite so I need to give it a number greater than ‘3’. ‘5’ is greater than ‘3’ so I will say chocolate ice cream is a ‘5’ because I love it so much!”
- “Let’s practice together!" Show the ‘modelling picture cards’ again as you hold up 1, 3, and 5 fingers in succession: “How would you rate chocolate ice cream?" Point out how some rated it a ‘1’ and others a ‘3’ or ‘5’.
- “What number would you give vanilla ice cream? What about strawberry ice cream?”
Let's try it!
- “Let’s play our game! We’re going to rate things we can see, hear, smell, feel, and taste.”
- “When I call out something, move up to line ‘1’ if you really do not like it. Move up to line ‘3’ if you think it is just okay. Move up to line ‘5’ if you really like it.”
- Call out as many or as few of the following examples. Also say the sense when giving each example.
See: yellow, elephant, clouds, mouse, rain, snake, red, swimming pool, cat, spider, rainbow, grass, beach
Hear: favourite song, bell, drum, thunder, crying baby, siren, bird singing, loud music, water splashing
Smell: stinky garbage, flowers, skunk, cookies baking, onions, oranges, smelly sock, scented candle, perfume
Feel: dog’s fur, feather, walking on rocks, slime, walking on sand, playdough, snow, cactus, button
Taste: pizza, banana, salt, grapes, spaghetti, broccoli, chicken nuggets, carrot sticks, cereal, pickles
What did we learn?
- “Today we learned that we can use numbers to tell how much we like or dislike things. When we liked something, what number did we give it? When we didn’t like something at all, what number did we use? What number did we use when we thought something was just okay?”
- “Which number is greater than the other: ‘1’ or ‘5’? Which number is less than the other: ‘1’ or ‘3’?”
To make this activity MORE challenging:
- Include ‘2’ and ‘4’ in the rating system. Show and explain the provided ‘1-2-3-4-5 dot index’ (i.e., ‘1’ very sad face: really do not like it; ‘2’ sad face: do not like it; ‘3’ neutral face: it’s okay; ‘4’ smiley face: like it; ‘5’ huge smiley face: really like it a lot). Be sure to emphasize ‘really like’ (i.e., ‘5’) and ‘really dislike’ (i.e., ‘1’).
- Ask children to discuss the difference between a ‘1’ and ‘2’ and ‘4’ and ‘5’ to help them describe their feelings.
To make this activity LESS challenging:
- Some children may need the provided ‘dot index’ or the ‘number and dot index’ to point to and rate.
- Children can use their fingers or ‘visual cards’ as needed to help count and rate.
- If children can only indicate their likes and dislikes, ask them to rate liked things either as a thumbs-up, ‘yes’, or a ‘5’; and disliked things either as a thumbs-down, ‘no’ or a ‘1’.