The Shape Test

A paper cube that Oliver made after the paper experiment led to a discussion about 3-dimensional shapes.

The team wondered about the strength of paper shapes and decided to test their theories.

The team wondered:

  • if some paper shapes were stronger than others.
  • which shapes they could make to test their theories.

The team recalled a previous learning experience of going on a shape hunt and decided to refer back to the activity to choose the 3-dimensional shapes they wanted to make and test. When choosing the shapes Oliver stated, “Sphere is impossible for me cause how can you fold the paper round. I want to make a cylinder!”

Eli pointed at the pentagonal prism, “I want to make that one.”

Having thought about their options for paper, they decided to choose card stock instead of paper for their test as they believed it would be stronger than the A4 paper.

Oliver made his first paper cylinder by rolling up the paper and fastening it with tape. However, he quickly noticed that the edges weren’t flat and realised that this would impact the test. He decided to make a second cylinder, taking care to keep the edges of the shape levelled. During testing, Oliver discovered that the top and bottom edges of his first cylinder were not stable enough, so he decided to make a new cylinder.

 

Having looked at the pentagonal shape, Eli realised that to fold a pentagon, he needed to divide the paper into five equal parts. Eli initially used a ruler to draw lines but found that the width of one ruler was too narrow, which resulted in a lot of extra space at one end.

Then, decided to use the width of two rulers, but each section was too wide and there wasn’t enough space on the card for 5 equal sections.

Eli shared this challenge with the teacher, explaining that he wanted to divide the long edge of the paper into five equal parts.

Having heard Eli’s challenge, the teacher decided to bring Eli’s attention to the concept of measurement to think about what he already knows about the function of hash marks and numbers on a measuring tool.

Ms. Eileen “How long is that edge? How did you measure it?”

  • Eli thought about this and then pointed to the ruler and said, “Use ruler.”

Eli used the ruler to solve his measurement challenge, learning that the length of the paper was about 30 centimetres.

Ms. Eileen “How can we divide 30 into 5 equal parts?”

Eli found the unit cubes and counted out 30 unit cubes to represent the 30cms. Then, he divided them into 5 equal parts, with each part being 6cm.

Finally, Eli drew out the lines and folded his paper pentagonal shape for the test. The researchers were now ready to test their shapes!

The team decided to choose books that were of a similar size for their test. As they placed one book at a time on the shapes, they began to see that although the shapes were made with paper, they were extremely strong.

The team had enough books to reach a total of 19 books for each shape. Then, they ran out of books!

As they didn’t have enough of the same books in the classroom to support the progression of the experiment, they decided to test their shapes in the library.

The team’s paper and shape experiments have allowed them to think about the function of shapes and materials in design and engineering and the impact of forces like compression and tension that act on structures. Through their experimentation, they continue to explore how the design can impact the strength and stability of structures.

How to make Banana Cookies!

One child was excited about bringing his Nana to school one morning. She lives in Australia but visited him during the Chinese New Year holiday. Over the holidays he planned an activity that he could do with Nana in school. They decided to show the children how to make banana cookies.

He bought the ingredients with Nana and then tested his recipe at home. Then, he made a video to share his process with his friends. When school reopened after the holidays, the child invited Nana and his Aunty to school as they were the cookie experts.

Next, we had to work out how many cookies we needed.

  • Motong “We counted how many cookies we need to make.”

  • Jeongyoon “We needed 29 because 4+5=9 and 1+1=2 so we need 29. 15+15=30 so 15+14=29.”

Through their conversations, we noticed that the children were thinking about the operations of addition and subtraction and how they are related to each other.

  • Liz “We made banana cookies.”
  • Motong “We make cookies and Eli’s Nana helped us to make.”

  • Eli “We are putting coconut oil in the bowl and it is good for the cookies because it’s very yummy.”
  • Lydia “We mix the things to make the banana cookie.”
  • Oliver “The cookie was almost finished so I put one little drop of the dough on the paper and then I put it in the oven.”
  • Motong “We put the banana cookies in the oven because it will change the cookies when it is hot.”
  • Oliver “It turns browner.”

The children were exploring the impact of temperature and how it could change textures and substances.

  • Wyatt “We made cookies to take to K2B and ate it.”
  • Motong “We draw how we make the banana cookies.”
  • Eli “We used numbers and words.”
  • Motong “We used spaces (lines and squares) because we know that is 1 thing.”

We observed the children using several ideas to share their ideas on paper. They used a combination of drawing and writing to narrate and tell about the events in the order in which they occurred.

We paused to talk about the K2 writers’ drawings. The children noted that some writers used numbers to show the steps needed to complete a task while others used spaces or drew around a picture to share the same idea (procedures/steps). Some writers used arrows to show ‘the next steps’ in the process. The children noted that including labels with the drawings helps others ‘read’ the information.

Some children used sentences to share their ideas and others used lots of details in their drawings, all important crafts that good writers use to share messages and information with others.

 

Can you make a paper airplane?

The children continued to make paper airplanes using recycled paper. They were experimenting with new designs and different sizes of paper.  

Morning “I am making paper airplanes. Lydia taught me how to make paper airplanes.”

Oliver wanted to measure how far his paper airplane went in the classroom. He used a measuring tape with numbers to check how far it had gone.

  • Eli “He is measuring how far we threw the airplane.”

We posted the documentation about the paper airplanes in the corridor.

  • Howie “We are looking at paper airplanes because we can remember how much time to take to make the paper aeroplane.”
  • Liz “We tell people to make the paper airplane.”
  • Eli “Get a paper from the classroom and they can take and then they can make airplanes. We can come and make some too.”
  • Eunbyul “It’s airplane too far and write your name and what number to see how far the paper airplane went.”

  • Oxford “I am flying the plane.”
  • Eunbyul “We see who is no far and who is too far.”

  • Jeongyoon “Standing the line.”
  • Eunbyul “We have to stand on zero. Zero first and flying paper airplane.”

  • Oxford “I draw the numbers, 100, 200, 300, 400… Everybody can know where is the 300.”

  • Eli “Pin the paper plane on the wall because if we don’t pin it no one will know we made a airplane.”
  • Eunbyul “I made one paper airplane and faster and very far. 300cms.”

The children use what they know about number and measurement to record how far their paper airplanes flew. They are learning that standard units allow us to have a common language to identify, compare, order and sequence objects.

The Paper Airplanes

Noticing the children’s interest in making paper airplanes, Ms. Eileen decided to introduce the children to a new design.

The children followed the instructions to make the paper airplane.

  • Eli “I want to throw it outside because outside will have wind so it will fly fast and high.”
  • Howie “I think the airplane the airplane can fly really high and really fast because the wind is really strong and it will go fast. We can feel it when the wind is cold you know what is the wind.”

We looked at a photograph of the playground to help us decide where we might fly the planes from. What would we need to consider?

  • Liz “I think airplanes go to water is broken. Airplane is paper, paper in water is wet and broken.”
  • Oliver “I think the airplane might go round and round all the time I think. Because the wind is going left then the airplane will go left and if the wind is going right then the airplane will go right.”
  • Wyatt “Outside is airplane is go out of school and people can’t go outside of school and then you make it again.”
  • Morning “The airplane will go to the tree and the people cannot play with it.”
  • Eli “It can go over the fence because if you throw on the mountain then it will go over the fence and no one will get it and it might go into the building and there might be sharp things and then it will get a hole in it.”
  • Motong “We can send it from the slide. We can stand on the yellow wall because the airplane will fly very far.”
  • Jeongyoon “If we fly it from the roof, then we can’t get it.”
  • Lydia “I think this flying to outside you can’t take it (the airplane).”
  • Eunbyul “If it goes to a very tall tree then I will not catch the airplane.”
  • Howie “Then, we can climb the tree.”
  • Oliver “The sticks are not very strong.”

How can we find out which airplane has gone the furthest?

  • Oliver “I think if the airplane looks the best then it goes the furthest. And my airplane looks the best.
  • Eunbyul “Throw it and it will go up and down.”

When you run a race, can you start from different places?

  • Eli “No, we have to stay together.
  • Howie “Some people together in the back, the first people will get number 1. The people in the back will be number 2.”

The children explained that they had to fly the paper airplanes from the same location for it to be fair. The children discussed the different options. The children were excited to see many planes flying high above the playground. Perhaps our planes would fly high too!

Many of the children suggested flying the plane from a height as it would help the plane go further. They agreed that the best spot would be the top of the short wall.

We decided to go out and try this out. The paper panes took off from the wall. We watched them scatter around the playground. 

How would we know which plane went the furthest?

Howie suggested that we use a tape to measure the distance. Ms. Shemo did not have such a long tape but had some string instead. We measured and cut out the string to mark the distance.

When we went back to class with the string, we had them in bundles on the floor. Many children believed Eli’s plane flew the furthest because his bundle of string was ‘higher’. We recorded everyone’s best guess using tally marks.

But how would we know for sure? How do we measure things in real life?

Eli suggested using the ruler. But the ruler was short, and it would take a long time to measure them.

Liz suggested measuring them using the white PVC pipes. We brought one over and kept it next to the ruler. It was longer. We noticed the numbers on the ruler and decided to add them to make our ruler with the pipe. But, there were too many numbers to write.

After some thought, we decided to count in 5’s and record them on the pipe. The children helped identify the numbers from 0-100.

Then, we began to measure the twine. We recorded the distance each paper airplane flew. Finally, we had the data we needed. Eli’s paper airplane flew the furthest!

Throughout this experience, the children shared their theories about paper airplanes, and considered the properties of paper. They considered the concepts of speed, height, distance and variables that may affect the flight of the paper airplane. They explored measurement, data handling and number, to find out who’s paper airplane flew the furthest.

Math Talk – Gathering Data

We gathered to solve a Maths problem. We are learning how to collect information by organising objects in different ways.

  • Eli “We are looking how much bugs and insects. And we counted how much is the same and how much different insects.”
  • Oliver “You have to look at the board and see the board and count. Its because if you do nothing there is zero insects.”

  • Jeongyoon “Drawing bugs.”
  • Eli “I have to think and look at the picture and look at how much insects there are.”

  • Eunbyul “Sharing ladybugs and drawing on the whiteboard.”
  • Motong “This is a garden. Everybody draw.”
  • Wyatt “It’s drawing pictures.”

Next, we used colour blocks to explore data collecting.

  • Howie “These are colour blocks. To use same colour blocks to build together. Counting blocks.”
  • Wyatt “Its writing on the paper. Putting blocks on the paper and then draw.”

  • Oxford “I am putting blocks on the paper then we can do drawing.”
  • Motong “I had orange the most, 4. I had only 1 dark green and purple and yellow and red.”
  • Eli “I had green, 8, the most but the green when I put it in the bowl I found lots of green like 8.”
  • Morning “I had blue the most. 7.”
  • Liz “I had 3 blue, I have green is 9 the most. I have 2 red and 2 orange.”
  • Oliver “I have the most is yellow, 4.”
  • Eunbyul “Is from 1 is green.”
  • Howie “I have drawing one white block.”
  • Jeongyoon “I have a green 7, the most.”

The children used colours and numbers to document their information. We noticed that they used comparative language (most, little, lots) to explain their data.

Next, we decided to organise our blocks in columns. This helped us see the different colours and quantities. 

Then, we documented what we saw on paper, creating column graphs to record the data. We noticed how the children represented one real object with one picture/coloured square.

Organising the Shed: Sorting and Data Collection  

A team of children went to the shed to begin sorting the toys. They placed tubs for the sand toys, put the kitchen and cooking items on one rack and all the trucks and diggers on the shelves.

Next, Doho and Sean went to look for Mr. Jamie, to ask him if he could help the team mount the hooks on the pegboards.

Sean and Doho explained the problems they had, and then they went out to the shed with Mr. Jamie. Together, they were able to problem-solve and make a plan to mount the hooks.

A team of K2 mathematicians went to the shed to gather more information to plan the next step of the project. We needed to find out how many hooks, tubs and racks we will need to sort and organise the different toys in the shed.

 

The team began to think about the different ways we can record data. We decided to divide the paper into four to record the number of kitchen items wheelbarrows trucks and sand toys.

Then, the data collectors used pictures, words and numbers to record their information. 

We observed the children:

·     gathering, recording and organizing information

·     listening actively and respectfully to others’ ideas and listening to information

·     using mark-marking to convey meaning

·     taking responsibility with tasks

·     using strategies to problem-solve

The Early Years Florists

A group of children worked with Ms. Hannah to create a flower arrangement for each class in the Early Years. This is an ongoing project that different groups of children work on every few weeks.

This time, the florists worked on creating a Chinese style flower arrangement with the focus of balance. Joon and Mason were our K2A florists for the week.

The florists had several pointy stands to use with their flower arrangement.

They decided who will use the different stands by pulling paper that were of different lengths.

Ms. Hannah showed the children how to place the flowers on the pointy stand.

Then, the florists had to choose one flower and put it on their stand. Thy had to consider balance, the length of the stems and how the flowers were going to be arranged.

When they placed the second flower, they needed to work out how they can balance both flowers. Then, the florists included the leaves. The florists had to take turns and collaborate, using their skills of observing, thinking and decision making to complete the arrangement beautifully.

The young florists stood back to decide if their arrangements were done well. Finally, they had to agree on which flower arrangements will be presented to the campfires and which ones will remain in the Atelier.

Joon and Mason proudly shared their arrangement with their classmates and placed it next to the class journal to welcome everyone to K2A!

Measuring with Unit Cubes

We reviewed the measurement activities we did previously. We discussed the language used to describe length, height and different measures.

Then, the children were presented with the image of the spoons.  

Image: Math at Home

What do you notice about the spoons?

How are they the same or different?

The children noticed that:

  • two spoons had holes at the end (3,8)
  • one was like a toothbrush (1)
  • one had a pattern on the handle (8)
  • one was like a toy car (9)
  • some were longer and others were shorter, they had different lengths!

 

How can we tell how long they are?

What can we use to measure them?

What do we need to remember when we measure objects?

Patrick explained that the spoons should be lined up at the same level to measure them properly. We can also use a ruler to measure the length of the spoons.

Kenan helped Patrick arrange the spoons so that we can measure the length of the spoons accurately. We noticed that the spoons were different lengths, that they were made with different materials and were used for different purposes.

The children were introduced to a Seesaw activity. Then they went on a measurement hunt.

They used the cubes to measure the different items in the classroom to find objects that were approximately (about) 5, 10 and 15 unit cubes long/tall. They documented their research on Seesaw.

Learning Outcomes: Measurement

  • standard units allow us to have a common language to identify, compare, order and sequence objects
  • we use tools to measure the attributes of objects and events
  • estimation allows us to measure with different levels of accuracy

Measurement – Weight (mass)

The children have been growing and caring for plants. They have been measuring the growth each day, and documenting their learning in their journals.

We decided to introduce the children to vocabulary they can use to describe and compare ‘growth‘ and ‘change‘.  

The children have been identifying, comparing and describing attributes of real objects and situations using quantities, height and length.  

 

The young mathematicians gathered to talk about a new measuring tool in the classroom. We know that mathematicians make predictions, estimate, gather data and improve their work to understand and solve problems.

 

Ms. Shemo showed the children a number of different items and a weighing scale with weights.

The mathematicians observed carefully and used their prior knowledge of measurement to make predictions about the weight of the objects. Vocabulary to describe weight was discussed with the mathematicians as they made choices about their observations (voting by standing/sitting).

Then, we compared the weight of the different objects to check if our predictions were correct.

We used pictures and words to describe what we observed.

We know that mathematicians consider problems carefully and then make decisions based on the information and the data they have gathered. The young mathematicians did not touch the different containers of liquid and therefore had to make a reasonable judgement based on what they could observe. They could see right away that knowing how much liquid is in the containers (capacity) allowed them to make a more informed decision.

We tested our new ideas using stones of various sides. We held the weights in our hands and considered what the numbers of the little weights meant. We will continue to explore the concepts weight (mass), length, height, quantity and capacity (volume) in the coming weeks.  

Counting Squares

The students were presented with a picture that had a heap of red and yellow Unit Tiles.

What do you wonder?

  • Tracey “Why does red and yellow? Why are they not rectangles?”
  • Patrick “Who takes yellow and red to mix it.”
  • Kenan “Why yellow and red is putting in?”
  • Mason “What does it mean?”
  • Olivia “Why don’t they have blue and green?”

 Estimate how many squares are in the pile?  

Next, the children estimated how many Unit Tiles there were in the pile. They noted this down.

How many red?

How many yellow?

How many Unit tiles we used to make the pattern?

Then, we watched a video that gave the children more clues. The video stops midway, showing an incomplete pattern. The children used pictures to draw and share the complete pattern, and to find out how many tiles were used in all.

Finally, they were able to record how many red and yellow tiles were used to make the pattern.

Through this task the children were able to:

-estimate

-share their thinking

-document ideas using drawings and numbers

-problem-solve

-work in collaborative groups

 

Dot Talks

We have been estimating and subitising groups of objects to help us learn more about number and calculation. Subitising is the ability to look at a small number of objects and instantly recognise how many objects there are, without needing to count. We frequently subitise, estimate and calculate to make decisions and complete tasks, therefore, this is a valuable skill that helps us in our everyday life experiences.

To help us practice this skill, we used a short routine called ‘Dot Talks’.

First, the children were shown a card with a number of dots.

The following questions guide their thinking and problem-solving:

  • How many dots are there?
  • How do you know?
  • How did you count the dots?

Then, they used their whiteboards to document their thinking.

Next, they transferred their thinking onto paper and used coloured pencils to show how they have grouped their dots to make it easier to count.

While documenting the different ways we counted the dots, the children had opportunities to build number sense, articulate their thinking, and appreciate different perspectives.

We created a chart showing all the different ways we counted the dots.

We are learning that number operations can be modelled in a variety of ways.

Other Examples

 

What does it mean to estimate?

The students were presented with a math task to explore estimation. Estimating means roughly calculating or judging a number or value.

‘Estimation skills provide students with an ability that instils confidence with number. Everyday life requires estimations and approximations such as rounding to the nearest ten, hundred or thousand (Booker, Bond, Sparrow & Swan, 2010).’

A row of dice was placed at the edge of the green rectangle. First, we counted to find out how many we needed on one side of the shape. Then, a question was presented.

How many dice will we need if we were going right around the edge of the rectangle?

The children used their whiteboards to write their estimates (best guess). Then, we recorded these estimates on the board.

Next, we added a few more around the perimeter of the shape.

The children could change their estimate based on the new information presented. Finally, we placed the dice around the edge of the rectangle to check our estimations.

We needed 22 dice to go around the rectangle!

We had a smaller rectangle and so we tried to find out how many dice would go around the edge of the smaller rectangle.

We used an empty number line to find out the estimate that was the closest to the actual number. 

Snack Plate – Math Talk

The children were presented with a photograph of 4 snack plates. The different plates had servings of carrots and celery with hummus.

The children were invited to share their observations.

  • What do you notice?
  • What do you wonder?

We used numbers, symbols, words and sentences to record their ideas.

We wrote equations to show the combinations of carrots and celery.

The children were invited to use coloured tiles to recreate the different combinations. 

They worked in 4 teams to share their thinking and problem-solving.

We used coloured tiles to find the different combinations of 7.

We observed the children using number names to share their observations. Many of the students explained their thinking using addition sentences, counting groups/sets of objects to find the total.

 While working together or alongside others, the children found ways to bring their ideas to the group.

Conceptual Understandings:

Number Sense

  • number operations can be modeled in a variety of ways

Approaches to Learning (ATL’s) 

  • observe carefully
  • notice relationships and patterns
  • present information in a variety of modalities
  • listen actively and respectfully to others’ ideas and listen to information
  • participate in conversations

Equivalent Fractions

We continue to use a range of material to make sense of fractions. We wonder how we might: 

  • compare and order 1/2, 1/4, 1/3 and 1/10  of shapes and sets using concrete materials
  • model equivalent proper fractions 1/2, 1/4, 1/3 and 1/10

We watched the BrainPop video on Equivalent Fractions.

Then, we used manipulatives to model fractions, looking for was to create 1/2, 1/4, 1/3 and 1/10  of shapes. 

 

Design Challenge – Obstacles and Prototypes

If you could design any structure in the world, what would it be?

The students began to create their design plans, labelling and providing important information about the ‘purpose’ of their structure.

Challenges and Obstacles:

The students shared their first plans with a learning buddy. They interviewed each other, asking challenging and thought-provoking questions about the design, materials and its purpose.

Then, they were encouraged to think about the ‘challenges’ or obstacles they foresee in their own design. They identified this using a red sticker. The students presented their challenges to the class.

Their next step would be to create a prototype of their design. They would need to apply the knowledge they have about materials, and use the skills they have gained through the different design challenges they have experienced during the unit, to complete the task.

Conceptual Understandings:

– we solve problems during the creative process by thinking critically and imaginatively

– designs grow out of natural curiosity 

Fractions and Measurement

We began by brainstorming ‘What we already know about ‘fractions.

Then, we watched a video on BrainPopJr. to learn more about fractions. 

We noticed that a fraction tells you the number of parts out of a whole.

The students drew pictures to recognise 1⁄4, 1⁄3 and 1⁄2 of shapes.

Then, they worked in teams to create equal sets of objects with a focus on fractions. ​

Our next inquiry was into measurement.

How might we measure different objects?

We have watched different videos to learn about length, mass and volume. We explored the connection it has to the Base 10 system.

Length and Height

MASS

VOLUME

We wondered how we can use the language of fractions to share our measurements.

We are working independently and in teams to solve problems and learn mathematical concepts.

Big Ideas:

Number Sense

  • that fractions are ways of representing whole-part relationships

Measurement

  • that objects and events have attributes that can be measured using appropriate tools
  • that relationships exist between standard units that measure the same attributes
  • that estimation allows us to predict and check our measurements

Lots of Pieces – Number Problem

We’ve been trying to organize our stuff. Brian has a lot of puzzles!


What do you notice and wonder?

  • “I notice that there are hundreds of pieces in the picture.”
  • “Does Brian like puzzles?”
  • “If there are 13 puzzles, how much money did they cost?”
  • “How old is Brian?​”
  • “There are numbers on the puzzles so you can see how many pieces there are.”

How many puzzle pieces do I have all together? Just take a guess!

Now, do the math to find an exact answer.


What are some strategies or different ways to add this up, to make it easier to find the total?

Data-handling

We are learning that information can be expressed as organised and structured data.

To help us explore this further, we looked for objects and collections that we can organise and categorise.

collections 

 

Then, we recorded our data on a table and created bar graphs to show our information.

table 

graph 

Next, we generated questions about the graph that we can ask others. We know that reflecting on our learning can help us become confident mathematicians.

questions

We used two sentence starts to help us reflect on our data collection inquiry.

  • Something that I am proud of…
  • Something I found challenging…

reflections 

The Role of Estimation in Measurement

Why do we estimate?

Our story begins with a group of students creating a structure using wooden blocks.

  • “That is so tall!” shouted one.
  • “I think it is taller than the teachers!”, said another.

  • Lawrence “I think Ms. Shemo is 153cms tall.”
  • Teacher “How would you know that?”

Lawrence explains that it is approximately 100cms from the floor to his shoulder. He added another half (50cms) and estimates that Ms. Shemo is approximately 153cms tall.

What do we know about measurement? When do we measure?

The students began to share their ideas.

The students were invited to estimate how tall the teachers are, “But what about how tall we are?” “And what about objects in the classroom?”

They created a table to record their data. They first estimated the height of the different objects. Then, they used measuring tools to check the actual measurement.

The next day, the students were presented with a photograph of Mr. O. How tall is Mr. O?

 

The students shared their estimates.

The students were presented with a second picture of Mr. O, this time Ms. Delia is standing next to him. Would the children change their estimates based on the new information?

The students shared their final estimates. They explained their thinking and strategies with each other. We wonder how we might measure Mr. O…

The students had created a structure using blocks. Was the tower taller than Mr. O?

How tall is the tower?

The students measured the tower. It was One hundred and seventy seven centimetres! 

Lawrence “But there are different ways to say one hundred and seventy centimetres!” 

The students explained their thinking.

We wonder if Mr. O is taller than our tower!

Our journey continues…

How are YOU a Mathematician?

The students thought about the different ways they solve problems and the strategies they use as mathematicians. First, they wrote their ideas on post-it notes. Then, they shared their thinking with each other. We documented these ideas on chart paper. 

We are mathematicians because we are:

  • solving problems
  • thinking
  • calculating
  • using manipulatives
  • using strategies
  • estimating
  • questioning
  • playing games
  • looking for different ways to solve problems

We know that information can be expressed as organised and structured data. We were mathematicians when we used a table to gather and record data.

Then, we used our knowledge of number to help us discuss an image. The following questions helped the students notice and share their ideas.

How Many?

  • What do you see that you can count?
  • Can you count in different ways?
  • Does the placement of the objects give you ideas?
  • What groups do you notice?
  • What equations could you write to describe how many?

Each student documented their own thinking. Then, they presented their strategies, questions and ‘ways of seeing’ the image with the class. These ideas were documented on chart paper. Through this provocation, we could see how mathematicians see things and express ideas in multiple ways.  

Same & Different

We looked at two pictures. We wondered what was the same and different between the two pictures. The students used different strategies to share their thinking. Then they presented their thinking to the class.

How are pictures A and B mathematically the same, and how are they different?

● A and B are the same because …

● A and B are different because …

We are learning to:

  • consider different perspectives
  • notice and share patterns and connections
  • make thinking visible 
  • share ideas and thinking through discussion 
  • present ideas to others

5 Moves to 100! – Math Games

The students continued to strengthen their understanding of place value and addition through the game ‘5 Moves to 100’.

They were encouraged to discuss their thinking and strategies used while playing the game.

Students could make the game more challenging if they wished.

As always, we are reminded that playing collaborative games helps students build a positive classroom culture that celebrates relationships through connection.

The Scale

Why do we need a scale?

The students concluded that a scale is needed as it is not possible to use actual measurements to draw objects on the chart paper map. All measurements would be rounded to the nearest 10 to make it easier to work out the measurement of the different objects. 

Why should all the groups use the same scale?

The students have been discussing and deciding on the scale that should be used in the final map. They agreed that everyone should use one scale as then the objects drawn would be measured using the same scale. To demonstrate this idea, we used two different scales to draw the height of ‘HANNAH’. The students could see that using two different scales resulted in two different heights of the same object. 

Next, we decided on the different colours we would all use for the different objects in the garden. We reviewed what we had done so far and what our next steps would be. 

The students finally agreed on the scale 5cms = 100cms. They worked out the different measurements using the scale. 

The students then began to round all their measurements to the nearest 10. Then they worked in their teams to draw and create all the objects needed for the final map. 

Exploring Fractions

We began by brainstorming ‘What we know about fractions‘.

Then, we watched a video on BrainPopJr. to learn more about fractions. We noticed that a fraction tells you the number of parts out of a whole.

The students drew pictures to recognise 1⁄4, 1⁄3 and 1⁄2 of shapes and sets.​

Next, we created sets to show 1⁄4, 1⁄3 and 1⁄2. Then we explored fractions on a number line.

We compared and ordered 1⁄4, 1⁄3 and 1⁄2 using concrete materials.

TASK: Order the fractions (chocolate) from the biggest to the smallest.

Then, we wondered what we know about equivalent fractions

We watched another video on BrainPopJr. to learn more. 

We modelled equivalent fractions of 1⁄4, 1⁄3 and 1⁄2 using concrete materials. We noticed that we can make equivalent fractions by multiplying or dividing both top and bottom numbers by the same amount. 

We completed two activities on Seesaw to help us explore this concept further.

Through our work on the Community Garden Plot Project, we have had to divide, multiply, explore fractions and calculate to find and record measurements. 

Creating a Floor Plan

The students have been drawing, recording measurements and talking to each other about the different ways they might complete their final map of the ‘Community Garden Plots‘. To help us visualise other ways of documenting measurements, we created a floor plan of the classroom. This time, instead of drawing directly on paper, we wrote our measurements on post-it notes. 

First, we measured the length and width of the classroom. The students decided that the meter stick would be the most appropriate tool for this purpose.

Next, we thought about the measurements 790 cms X 947 cms. We used what we know about rounding to make the task easier. Our new measurement was 800 cms X 950 cms. The students realised that we cannot draw this on paper. We needed to think about a scale. They suggested we use the scale 1cm=10 cms. We used this information to draw the classroom floor plan.   

Then, each student measured different pieces of furniture that were in the classroom. Again, they rounded to the nearest 10 and wrote down their new measurements.

Finally, they drew a picture of their object to include on the floor plan. We used blu tak to position the objects as they could be moved around easily.

We wonder how this experience might influence the way the students create the map of the garden plots. How might rounding, scale and shape, influence the layout of the final map?

The Project Plan

The students were working in groups to create a project plan to help them design a map of the Community Garden Plots. They went out to the garden plots to document their thinking and inquiry. 

They discussed their ideas, deciding how they want to work as a group to create the map. Some initial wonderings:

  • What will we include?
  • How will we measure around the pots?
  • When were the garden plots created?
  • How will we measure the plots inside the greenhouse?
  • What should we include in a map key?
  • What might the scale be?
  • How long is the whole community garden plot area?
  • How is the recycle bin used?

We used flags to demarcate the different areas each group will measure. 

The teams decided on the different materials and tools they will need to complete this task. 

The Project Plans 

Through this project the students have opportunities to develop a deeper understanding of mathematical concepts. They will explore how:

  • objects and events have attributes that can be measured using appropriate tools
  • estimation allows us to predict and check our measurements

  • position can be represented by coordinates on a grid

Approaches to Learning:

Communication Skills/ Research Skills:

  • Ask relevant questions that can be researched
  • Make a plan for finding information
  • Gather information
  • Use senses to find and notice details
  • Record observations by drawing, note taking, charting, tallying, writing
  • Sort and categorize information
  • Present information in different ways

Social/ Self-management Skills:

  • Plan tasks and set goals
  • Use time effectively
  • Be organized
  • Cooperate

Thinking Skills:

  • Observe carefully in order to recognize problems
  • Make “thinking visible”
  • Make connections
  • Reflect on learning by asking questions

Area and Perimeter

We have been measuring the length of different objects around us. We know that objects have attributes that can be measured using appropriate tools.

First we watched the BrainPop Movie to learn more about Area and Perimeter

Calculating Perimeter 

Square Units

Calculating Area

Calculating Area in Meters 

The students were presented with two tasks to help them explore Area and Perimeter

TASK 1:

TASK 2:

Storytellers in the Community

We have been creating stories that we want to share with our community. These stories are significant as they have a message or an important idea to communicate to the reader.

The students used a story planner to help them decide on the important elements of their story.

Then, they wrote their stories and shared them with the class. After making changes and editing their writing, they were ready publish their work. Many of the students decided to create their own short stories. These stories will be included in a Grade 2A Memory Book.

The class had discussed the idea of creating a collaborative piece of art or artifact, that communicates our stories and culture to the community. We had a large piece of canvas in the classroom. We wondered how we could use this piece of canvas to create an artifact.

  • How big should it be?
  • How would we draw on it?
  • Where will we display the mural?

We made a plan. The students shared their ideas and perspectives. What if each student drew a picture from their story, on the canvas? We would have 16 stories!

The students wondered how big each section would need to be. One student measured the width of the canvas and shared his suggestion for dividing the canvas.

The students agreed that each section would be 35cms. wide. But what about the length?

The students began to suggest different lengths. 45cms in length? 50cms. in length? We created a chart to document the data as the students voted for their choice. 

Then, we drew two of the most popular measurements on paper.

Next, the students voted to decide on the best length.

An agreement was reached. Each section of the canvas would be 35cms. X 55cms.

We will have 16 sections and 16 images that share what we value as a community.

We are finally ready to divide our canvas and begin to draw our stories to create the mural.

We have a plan to guide us as we create together.

The students used Book Creator to publish their short stories. These stories will be included in a Grade 2A Memory Book.

Here are a few published books:

Each student painted an image on a mural that represented their individual story. The students enjoyed this collaborative project that tells a story about the culture and values we share as a community.

Our Learning Story continues…

Line Plots

Displaying Data on Line Plots

We had a tub of sticky worms. We wanted to collect data on the length of the different worms.

First, we created a line plot to display the measurement data. We recorded the title on the line plot and wrote centimetres below the empty number line. The students began by measuring the length of the worms. The longest worm we had was 20 cms. and the shortest was 4 cms.

Next, we wrote the numbers 4 to 20 on our empty number line. We were ready to collect the data. Each ‘X’ represented 1 worm.

Making Line Plots from Measured Data:

Then, the students worked in 5 groups to generate a set of data by measuring strips of paper and then displaying their data on line plots.

They worked in teams to measure the strips, sort the information and document their findings on a line plot. Each group created a line plot to document their data. We compared the line plots of each group and discussed the data we had gathered.

Through these inquiries, the students developed the following Approaches to Learning.

Students worked in mixed groups to answer the questions posed by each research group. 

Line Plots


Line Plot Activity PDF

Measurement – Length, Width, Height

What do you know about Measurement?

We began by brainstorming and documenting our thoughts on chart paper. 

Vocabulary

Next, we used Cuisenaire Rods to explore measurement. The students had to solve a riddle to find the missing rod. They had to use the ruler to measure accurately in centimetres.    

Cuisenaire MATHS Activity

Then, we discussed a Maths Problem. We talked about the different strategies we can use to solve the problem. We recorded our thinking on chart paper and in our Maths journals. 

One student wanted to know how many metres Jimmy would travel all together, if he rolled 10 times.

The students documented their own thinking and strategies in their Maths Journals. 

We all wanted to know what 15 metres looked like. How far was that? 

We went outdoors to measure 15 metres. The students helped record the distance using a metre stick. 

Then, we ran the distance to see how far Jimmy rolled the first, second and third time. 

Next, the students went on a scavenger hunt. They were tasked with finding objects in the classroom that were a specific measurement. They began by measuring the length of their Maths journal.

Through these experiences the students were able to:

Thinking Skills:

Analysing

  • Observe carefully in order to recognize problems and find solutions
  • Practise “visible thinking” strategies and techniques.

Research Skills:

Formulating and planning

  • Ask or design relevant questions of interest that can be researched.
  • Outline a plan for finding necessary information.

Data gathering and recording

  • Gather information from a variety of primary and secondary sources.
  • Record observations by drawing, note taking, annotating images.

Evaluating and communicating

  • Present information in a variety of formats and platforms.

Communication Skills:

Listening:

  • Listen to, and follow the information and directions of others.
  • Listen actively to other perspectives and ideas.
  • Ask for clarifications.

Interpreting: Interpret visual and oral communication.

Speaking: Speak and express ideas clearly and logically in small and large groups.

Writing:

  • Record information and observations by hand and through digital technologies.
  • Organize information logically.
  • Understand and use mathematical notation and other symbols.

Self-management Skills:

  • Use time effectively and appropriately.
  • Keep an organized and logical system to document learning.
  • Use technology effectively and productively. 

Counting Collections

We began by looking for patterns in numbers. We skip counted in 2’s, 5s, 10s, 3’s and 4’s starting from 0.

  • What do we notice?
  • How might we use what we know about skip counting, in other situations?

TASK!

What do we have a lot of in the classroom? Come up with a way to count your whole collection. You will have to be organised and think about how you can keep track. You might need to create sets or use containers.

  • Once you know how many in your set, take a of it.
  • Use the tool and explain your strategy in your Maths Journal.
  • Complete Page 2 on the activity template.
  • Use the tool to show how you worked out the total and prove that your answer is right.

 

Sorting, documenting and explaining our strategies! 

Rounding

We began by guessing how many dice were in the glass jar. First, everyone estimated how may were in the jar. Then, we counted to check how many dice were actually in the jar. There were 55 dice in the jar!

Next, we discussed how we might round that number to complete the sentence ‘There are about ____ dice in the jar‘.

Rounding means replacing a number with an approximate value that has a shorter, simpler, or more explicit representation. Rounding means making a number simpler but keeping its value close to what it was. The result is less accurate, but easier to use.

We all agreed on the answer. 

There are about 60 dice in the glass jar!

We practiced rounding numbers together. Would we round up or down? 

The students completed the activities independently using their understanding of rounding. 

Next, we played a game. The students had to walk around the class and answer 28 questions posted around the classroom. They needed to round to the nearest TEN and nearest HUNDRED.

The Card House

What did you notice?  What do you wonder?

  • Carlotta “I wonder how the cards come out of the bag in triangles.”
  • Dohoon “How many cards did they use? How many are odd numbers? How many shape cards?”
  • Eunseong “How tall is it?”
  • Sam “How many cards? How many triangles?”
  • Chanwoong “How did they stick the cards together? Which one is the joker card? Can this be a village?”
  • Hannah “What is it? What are they making?”
  • Seungje “Where did he buy the cards?”
  • Ryder “How many triangle cards? If there are more cards, how many more buildings could he make? Is there a triangle cards that are 4,4,4 and 2,2,2? Is there so much cards, can they make a whole country?”
  • Kavel “How did they make the video so fast?”
  • Sky “How do they stick one card and one card to a triangle? If they have more cards, can they build a tower?”
  • Jiwan “How many cards all together?”

How many cards? How many card triangles?

We watched the video to help us solve the problem. 

We documented our thinking and strategies in our Maths Journals.

Together, we worked out how many cards were used to create the ‘Card House’.

Then, we counted the number of triangles used to create the ‘Card House’.

We realised that counting in 3’s was a great strategy to use!!

Maths Provocation: Jimmy’s Ramp

Jimmy set up a ramp for his toy cars. He and his brother Joe each sent one car down the ramp. 

We gathered to think about the provocation. Here are some of our initial wonderings.

I wonder…

  • … whose car is faster.
  • … whose car goes straight
  • … if the car falls down
  • … how the ramp is made
  • … if the cars fall down from the side of the ramp
  • … what Jimmy used for the ramp
  • … who pushed it down first
  • … whose car is slower

Joe’s car rolled 15 centimetres farther than Jimmy’s.

1) If Joe’s car rolled 27 centimetres (cms), how far did Jimmy’s car roll?

How could you get started?

2) Does this problem make you think about addition or subtraction?

3) Whose car rolled farther? Draw a number line to model the problem.

4) Follow Up:

Make your own ramp with books, cardboard, or other materials you find. Roll 6 different objects down the ramp and measure how far they go.

5) Record your data on a table.

6) Make up your own story problem with the results.

We began to construct some questions that we might want to ask about the data in our table. 

Mr. Matt worked with the students to help them create questions using ‘Question Words’. 

Sample Student Questions:

we wonder what YOUR ramps might look like…

Place Value Structure

The students were invited to create a single structure using Place Value Blocks, using 25 pieces in total. Then, they had to provide the total value of the structure.

Instructions:

  1. Build a structure with 25 base ten blocks
  2. Take a photograph
  3. Use labels to show the value of your structure
  4. Complete the ‘Title’ of your post “My Base 10 Block Structure is worth _____ = ___ hundreds,___ tens, ___ones.”

This task involved discussions about number, trading, grouping and decomposing.

Student Responses:

What might your Base 10 Block structure look like?

What is the value of YOUR structure? 

The Block Tower Challenge!

We were excited to take on a Design challenge!

We used pictures, words and numbers to express our ideas and thinking visually. We used mathematical language to explain our thinking to our friends.

We documented out thinking in our Maths Journals.

We worked in teams to create our own Maths Tower Challenge!

Here are some of our challenges for YOU

During this task, we had opportunities to:

  • understand questions
  • use mathematical skills, knowledge and understanding
  • solve problems independently
  • use appropriate mathematical language
  • share thinking clearly in words, symbols, numbers, pictures
  • identify the key information to solve a problem
  • choose and use appropriate problem-solving strategies
  • explain a process – how the problem was solved

Measurement – Size, Height & Length

Online Learning

Focus: Thinking Skills, Research Skills, Communication Skills

We have been exploring objects around us, and finding ways in which we can identify, compare and describe their attributes. Here are a few different collections that have been organised by different attributes.

What do you notice? What do you wonder?

You might want to explore your own environment to find objects that you can compare, sort and organise in different ways. 

🌻 Through this invitation, the children have opportunities to identify, compare and describe attributes of real objects.

Balancing

Online Learning

Focus: Thinking Skills, Research Skills, Self-management Skills

How heavy is the 🍎 apple?

  • How can we find out?
  • Can we use other materials and objects to weight the apple?  

Let’s read the story ‘BALANCING ACT’ by Ellen Stoll Walsh to explore weight and balance.

In this story, two mice 🐁🐁 make a teeter-totter. They play on their teeter-totter, balancing each other out until their friends come along to join their play. They think of different ways to include their friends, which leads to solving problems with weight and balance.

How might we make our own balancing scale?

Here is one way to create your own balancing scale. You might have other ideas to create your own scale! Follow the instructions in the video to make a balancing scale. 

Materials Needed:

  • 2 cups/small containers
  • 1 clothes hanger
  • A sharp object (to make the holes)
  • 4 pieces of twine about 60cms in length 

Steps:

  1. You may need an adults help to use a sharp object, or a hole punch to make holes in 2 small containers as shown in the instructional video. 
  2. Cut 4 pieces of twine about 60cms in length. The twine needs to be thick and strong enough to make the balance scale more durable.
  3. Tie the ends of the twine through the holes in the containers to the ends of the clothes hanger as shown in the instructional video.
  • What weighs the same?
  • How heavy or light are different objects or substances?
  • How might we weigh different materials and substances such as liquids and solids? 

Light and Heavy What things are light? What things are heavy? Let’s explore the concept of weight through this non-fiction picture book. In Light and Heavy, a girl investigates what she can and cannot lift.

Through this invitation, the children can investigate how objects have attributes which can be measured using non-standard units, which can then be used to sort and compare. 

Beans in a Pod

Online Learning

Focus: Thinking Skills, Communication Skills
Mathematics: Estimation, Number

Numbers are a naming system, numbers can be used in many ways for different purposes in the real world. This invitation encourages estimation, problem-solving and discussion.

  • What do you wonder?
  • Estimate how many beans are in each pod.
  • How many beans would there be altogether? How do you know?
  • What do you wonder?
  • Estimate how many beans are in each pod.
  • How many beans would there be altogether? How do you know?

Through this provocation we can:

  • explore number names
  • explore quantities
  • estimate
  • understand the terms more, less same as
  • problem-solve

10!

Online Learning

Focus: Communication Skills, Thinking Skills

What is 10?

🐁  Mouse Count by Ellen Stoll Walsh is a wonderful picture book that encourages conversations about number and quantity (more and less). This story helps the children explore what happens when we join two sets together; they learn about how quantities change. Through play and dialogue, the children compare amounts and become familiar with thinking about differences between sets. Throughout the story, there are opportunities to count on, count forward and backward.

We can create number stories by modelling joining and separating concrete objects. We can use language to describe changes to a collection as objects are added or taken away.

I wonder how many different ways 10 🐁 mice can be arranged with some in the jar and some in the grass?

  • You can use any ‘loose parts’ or objects as 🐁 mice. Gather a group of 10 objects. Place some mice inside the jar. Place some mice outside the jar.
  • Explore as many different ways the 10 🐁could be arranged.

This inquiry challenge will encourage the children to:

  • use numbers as a naming system
  • count, model and order numbers and quantities
  • develop mathematical language
  • use strategies to problem-solve

-Approaches to Learning (ATL’s)

The Dice Game

Online Learning

Focus: Communication Skills, Thinking Skills

Mathematics: Number, Estimation, Addition 

Follow the instructions in the video to make your own board game and dice.

You will need a dice, 40-50 counters [buttons, beads, seeds, stones or any other small loose parts]. A game board for each player.

Materials needed to make the dice.

Counters

How to play:

  • take turns to throw the dice
  • collect the correct number of counters and cover the spaces on your board until the counters are over.

The person with the most counters wins the game!

Extension: You will need more counters and a game board with numbers over 50.

  • Use 2 dice.
  • Add the two numbers and place counters to match the total.

The person with the most counters wins the game!

Jiwon and her brother Jake did not have and seeds or beans or other materials around. 💭 They decided to create their own version of the Dice Game! In their game, the person who circles the most numbers and reaches 80 the fastest wins the game! Can you guess who won the game?

Leming decided to create his own Dice Game! He used pistachios as counters! 

This game encourages children to:

  • explore number names
  • explore quantities
  • estimate
  • use one-to-one correspondence
  • understand the terms more, less same as
  • problem-solve
  • follow directions and rules of a game
  • be persistent 

Pancakes, Pancakes!

Online Learning

Focus: Self-management Skills, Communication Skills

Children enjoy and have fun when cooking. Cooking also develops many mathematical concepts such as measurement and volume, while instilling healthy eating habits.

Other benefits include:

  • strengthening their fine motor skills through cutting, pouring and scooping
  • learning the concept of sequencing through reading recipes and discussing what comes first, second, and third in the cooking process
  • expanding their vocabulary as they are exposed to new words and terms
  • developing a greater sense of discovery with new foods
  • developing independence and self-management skills
  • learning about and developing an appreciation for the different resources and produce that are used when cooking

Do you like pancakes? This book is about all the steps needed to make them. Let’s listen to Ms. Anna Mila read ‘Pancake, Pancake!‘ by Eric Carle. Then, let’s make our own pancakes. 

Don’t forget to wash your hands!!

‘Wash Your Hands’ Click HERE to read it.

Let’s make PANCAKES with Ms. Anna Mila!!! 

Ms. Heidi and her son decide to show their creativity in different ways through Performing Arts.

You can make up your own call and response song linked to cooking. It could be making scrambled eggs, making egg fried rice, baking cookies…. Choose objects to act out and perform your song with. Post a video on Seesaw of yourself singing your own call and response song’ with your chosen objects based on the ‘Pancakes call and response song’. 

Curious George loves to cook. This is when he made pancakes! 

You can follow along to make your own pancakes. Here is George showing us how to do it! 

If you make your own pancakes or other delicious foods, don’t forget to let us know about your experience!  

We have had a lot of excitement in the kitchen. We have had opportunities to watch others help out in the kitchen as they cook, clean and prepare healthy meals. Ms. Anna Mila and her daughter worked together to make pancakes. Ms. Heidi and her son were also busy in the kitchen! Here is yet another family preparing a meal together.

Stir, Sift, Slice’ Click HERE to read!

  • I wonder how you help your family prepare for meal time.
  • Maybe you would like to share your experiences with us!

The Step Ladder

Our new campfire has tall curved shelves. They are great for storing our resources and creations. However, we realised that we cannot always reach the top of the shelves. Even the teachers were not tall enough!  

We decided to order a step ladder from IKEA. It came in a box. It was in pieces! We had to fix it ourselves.

A few of the children took up the challenge. @S stated that she knows how to do it as her grandpa and grandma always fix the furniture in the house. She knows how it’s done.

@S wanted to be in charge of the screws. @F wanted to read the pictures in the instruction manual. It was decided that he would be the person telling the team where the screws fit, and which wooden pieces were needed.

The children wanted to know the name of the tools we were using. We invited @MrZachG the Design teacher, to come over to the Early Yeas space to help us. He told us the tool was a type of wrench!

The children talked about the pictures they saw in the booklet. They noticed the sequence of steps and the need to follow them.  

@F noticed that there are different kinds of screws. He looked closely at the different pieces of wood to see where the screws needed to be inserted. This was a challenge. There were so many different pieces!

He wondered in which direction the screws needed to be turned. After many attempts, @F said…

“Because it’s harder and harder, so I know I’m right.”

Others joined in to see how they can help. The project allowed for opportunities to learn through trial and error.

Conversations revolved around size, measurement, purpose and safety. We wonder what other tools people use to create different objects…

Through this project we had opportunities to …

  • Observe carefully.
  • Seek information.
  • Ask or express through play questions that can be researched.
  • Analyse and interpret information.
  • Listen actively and respectfully to others’ ideas and listen to information.
  • Express oneself using words and sentences.
  • Negotiate ideas and knowledge with peers and teachers.
  • Understand symbols.
  • Understand that mark-making carries meaning.
  • Be respectful to others.
  • Play cooperatively in a group: sharing, taking turns, helping.
  • Choose and complete tasks independently.
  • Follow the directions of others.
  • Share responsibility for decision-making.
  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

Approaches to Learning (ATL’s)

The School Bus

We were planning the trip to Golden Eagle.  Some students suggested that we can take the school bus.

Sarah, Amber and Ruby went to check how many seats the school bus has.

We discussed how can we find out the number of the seats on the bus.

  • Amber “20个座椅。用你的铅笔来数。1,2,3……20,21。再把数字写下来,来看对不对。” [20 seats. You can use the pencil to count. 1,2,3……20,21. Then write down the numbers and check if it’s right.]
  • Sarah “有好多位置,我觉得10个,我们进去数就是了。” [There are many seats. I think there are 10 seats. Let’s go in and count.]
  • Ruby “40. Maybe we can go inside and find out. We could take a picture and we can look at the picture at the iPad.”

We took a picture of the seats on the bus but we found it hard to count the seats using the picture on the iPad.

  • Ruby “Because it’s far away. I can’t count the back.”

Then we decided that it was better to count the actual seats.

Amber started to use tally marks to record the number of the seats.

When we went back to the classroom, we used different materials to recreate the seats. The students wanted their recreations to look like the actual seats, therefore they used 2 bricks to create one seat.

Amber decided that she wanted to use a softer material because the seats in the school bus were not hard like the bricks.

We put down our name cards to see if we have enough seats.

  • Amber “后面有空的,很多,我都不知道有这么少人。留给老师,别的小朋, K1A, K1B。有多出来,太多了。” [There are many empty seats. I don’t realise we only have such few people. We can leave these seats to teachers, friends from K1A, K1B. We have more seats. So many.]
  • Ruby “We make seats for the school bus. Because we have to know how many people can go on the bus. There are so many seats on the school bus. They are available for K1B, K1A, K1C, they are going on the bus.”

https://twitter.com/NISPreKK1/status/1130380105673453568

The PLAN

SLO’s

  • sort objects
  • present information on teacher-generated pictographs where one picture equals 1
  • begin to explain data using simple language such as same and different/more or less
  • understand that number names relate to a specific quantity
  • estimate quantities to 10

The Trip

George, Sophia and Justus from PreK-K1B spoke a group of students in PreK-K1C about a plan they were making to go on a trip out of school.

George explained that they were planning to visit Golden Eagle.

  • Justus “We are going to golden eagle to play.”
  • George “There are 3 playgrounds, 2 outside and 1 inside.”
  • Alejandra “I have been to Golden Eagle. Nicolas too.”
  • Ruby “I didn’t go.”
  • Alejandra “We ate some ice-cream.”
  • George “Play and lunch”
  • Ruby “Maybe take your own lunches.”

George agreed that taking our own food was a good idea.

  • Alejandra “If we have a truck then we can go.”
  • Si Hyun “Truck, go to truck and then go to Golden Eagle.”

The K1B students explained that they had gone to Mr. McLellan to ask for permission to go on the trip.

  • George “He said yes to Golden Eagle.”
  • Justus “He is the boss of the school.”

George explained that there are “47 seats on the bus.”

  • Alejandra “For our class?”
  • Justus “Teachers can go as well.”

Mr. McLellan explained that the Teachers and children have to fill in the form together to see if we can go.

  • Alejandra “Can we all go together?”
  • Hannah “Yes, if we plan it.”

We looked at the poster created by PreK-K1B. They were brainstorming ideas on all the different ways they can earn money to pay for the bus ride. 

  • Alejandra “We don’t need money. No because the magic school bus is from our school so we don’t need money.”
  • Ruby “Actually, the magic school bus, we don’t need money.”

Ms. Hannah suggested that we check to see if we need money, when we fill in the form.

  • Ruby “We can find some of the money from our home.
  • Si Hyun “I have money, so many at my home.”
  • Laurence “We can go out and look for money. At the spider web.”
  • Justus “We can sell food. Watermelon.
  • Sophia “We can use clay to make the animals to sell. To make money.”

The Students wonder where their discussions will take them…stay tuned…

The Mirror Ball

The students have been curious about ‘height’. They have been building tall structures using blocks and other manipulatives and sharing their theories about height, size and length.

  • Charlotte “我们在搭小魔仙的城堡,这是忍者的家。我们想到很多的好主意,然后我们就可以搭很多的东西” [We are building a castle for the fairy. This is ninja’s home. We had many ideas so we can build many things.]

  • Si Hyun “I think Amber is like this one, same making. This is a tower. Then other ones go here to the top. And Jiwoo is making small top. And here is diamond. And then everyday get the diamond get go to house and play. And then get to school and diamond is big, big, big.”

  • Sarah “Amber和 Charlotte在玩blocks。她们需要搭东西。她们能搭得比房子还要高。还没有房子那么高。比恐龙还大。我觉得Amber和 Charlotte搭得挺好的,但是她们搭得很高,肯定会倒的,一下子轰倒了,好好玩。”[Amber and Charlotte are playing blocks. They need to build things. They can build higher than the house. No, not higher than the house yet. Bigger than the dinosaur. I think they are doing good. But the building is very high. It may fall down. It will be very funny if it falls down.]

  • Amber “这里在搭高高,然后我弄倒的时候我说了‘啊’,我觉得很好玩。”[We are trying to build higher. When it fell down, I said ‘Ah!’. I think it’s very funny.]
  • Ethan “这个是别人搭的,Amber, Charlotte在一起玩,她们搭得很高。”[Someone else built this one. Amber and Charlotte are building something very high.]

During snack time in the Piazza, a group of students noticed a structure built by the students in the K2 class. They walked over and began to talk about what they noticed. 

  • Alejandra“这是可以爬的,我们可以到天空看月亮。Amber and Charlotte are the same.从那个窗户可以看出去,用电梯,用最快的电梯,上面还可以有发光的星星,很漂亮。还有放两个这种线,三个小的,还有一个三角形就变成真的。”[This one you can climb. We can go to the sky and see the moon. Amber and Charlotte are the same. You could see from that window. We can use the fastest elevator. There are some shinny stars. Very beautiful. You can put two of that strings (referring to the blocks) and a triangle, then it becomes true.]
  • Charlotte“他们一样在搭高高,但是他们搭得太高了,他们是怎么做到的呢?然后可以搭个更大的。”[They are building something high. But it’s so high, how can they do that? We can make a bigger one.]
  • Jiwoo “I can see a big one, two small one. Big and small. Here one, one, one, one.” (referring to the blocks and the tower)
  • Jasmine “I see a tower. And I see Amber build something. Amber build a tower. She want to build high. Amber says ‘不要把它弄倒。’ [Don’t break it down] I see she build a ninja tower. One high, one high, three blocks. She has ‘三角形’[triangle]blocks.”
  • Ruby “I see Amber building blocks. Charlotte helping. I see a building somebody already built. Somebody wanted to build a giant thing to see when we have snack time. This is bigger than that one. These have two big blocks and they are the same. Three blocks.”

During a conversation, one student wondered if we can reach the ‘moon‘. Ms. Tina found a mirror ball in the storage room. We decided to suspend it from the railings in the classroom and offer the students a challenge.

Ms. Tina began by reminding the students about their questions and wonderings about tall structures.

The students were invited to show their thinking using paper before they begin to test their theories.

Here are a few…

Charlotte “我画的这个是地基,用一些blocks围成一个方块的形状,地基就可以很平稳。房子都需要地基,需要围成一个圈。我们可以做一个超高的东西,然后呢就可以用积木碰到球,很高。等我长高了我就可以够到了,等我长大我就是K1,然后就可以够到了。我们可以做一个超大的机器,把它抱住很紧,那它就不会倒。”[I was drawing the foundation. I used some blocks to make a square. Then it’s stable. All the houses need foundation. It needs to be made into a circle. Then we can make something super high. Then we can add blocks to reach the ball. It’s very high. When I grow up, I can reach them because I will be in K1 then. We can make a super big machine. It can hold the house very tight, the house won’t fall down.]

Freida “That’s a circle. Some blocks here. And the disco is hanging here. It was blocks, blocks, blocks up to the disco. Up, up, up, up to the top. I drew it.”

Sarah “如果我们想碰到灯的话,可能会很难。我们要把blocks搭得很高才能碰到。我们用梯子搭搭搭。”[If we want to reach the light, it may be very difficult. We have to build very high by using the blocks. We are using the ladder to help us build.]

Alejandra “这是一个塔。那个塔这里到最上面有电梯。上面有闪亮的东西,它可以很快到终点。”[This is a tower. This is an elevator from here to the top. This is something shinny on the top. We can reach the destination.]
“是因为我有一个好办法,用楼梯爬到上面,这样搭才不会掉,没有楼梯就不能够到最上面。从1,2,3……就是终点,最上面的终点。”[Because I had a good idea that we can use the ladder to climb to the top. It will protect us from falling down. You can’t reach to the top without the ladder. From 1,2,3……That is the destination on the top.]

Si Hyun “This is big blocks go to the top. And red, blue and yellow. The ladder. [Si Hyun used his body and expressions to show how the ladder makes the blocks more stable]

Jasmine “Me get one step, two step, three step……And I go to the blocks. Then I climb the chair and climb the puzzle and climb, climb, climb. And then I saw something. I see a ladder and I climb a ladder. NIS stretch my arms. Then I get the moon.”

Amber “This is blocks, for that one [The mirror ball]. Dinosaur is go so high. ‘Fifteen’.”

Lawrence “With the small blocks can build like this [showed with hands]. 18 blocks.”
2nd idea “The steps, 9.”
3rd idea “The ladder, 8.”
“The ladder is best idea because ladder is help building.”

Nicolas “It’s the tower in the classroom. We are building so high to get to the disco lamp. 5 kilometres high.”

Michelle “这是一个可以攀爬的游乐园,可以够到月亮。用一个梯子,然后可以用很多积木块,把它一层一层叠上去就好了。”[It’s an amusement park that you can climb. Using a ladder and many blocks. You can reach it by piling them one by one.]

Ruby “We are making a tower to make the same height as the disco. We had a little help with the ladder. It’s difficult the blocks keep falling down and then you have to go to the nurse for million times. When you climb on the top of the disco, you got hurt, you can’t climb on top because the rope is not hard enough to lift people then you will fall down then you have to go to the nurse. Building it with our hands.”

The students had many different theories. They suggested a tower of blocks could reach the mirror ball, or even a ladder. Yet another student suggested a stairway to reach the mirror ball. All these theories included references to number, quantity and size. The students recorded their ideas using pictures, symbols, numbers and oral stories. They wondered if their ideas might work. They decided to test their theories.

One student suggested the large yellow blocks. He made a connection with a previous activity we did when estimating and measuring the height of people we knew.

Another student decided that the blocks were not high enough, we needed a way to reach up high.

  • Ruby “We are making it taller.”
  • Freida “To the disco.”
  • Nicolas “It’s falling!”
  • Ruby “How about we do each next?”
  • Nicolas “I’m going to make it. Because it is too high, it’s wiggling. We can’t reach. Every time it falls down.”
  • Alejandra “We can use the ladder!”

A ladder was suggested and brought over. Everyone wanted to have a turn to climb the ladder to place the blocks.

Everyone wanted to have a turn to climb the ladder to place the blocks. We had to find a way to work together. Ms. Tina called a meeting. The students discussed safety, collaboration and decided on a way to move forward.

One student decided that the numbers on the side of her paper looked like a measuring tape. We decided to use a tape to see how tall the mirror ball was. She worked on creating her own measuring tape.

  • Amber “这样我就能把它弄得这么高,这样可以够到那里。这样我们就可以够到那样亮亮的东西。我们就可以知道它是多高。65.我需要把它放在上面就可以知道多高了。”[I do this because then I can make it very high. We can reach there to get the shiny thing. We know it’s 65 high. We need put things on then we know how high it is.]

The students finally reached the mirror ball with blocks. They reflected on how they worked together and placed their ‘people blocks’ on the rungs of the ladder.

Later we read the story ‘Papa, Please Get the Moon for Me by Eric Carle. The students made many connections between the story and the process they went through to ‘get to the moon’.

SLO’s

  • Use non-standard units of measurement to solve problems in real-life situations involving height
  • read, write, say, count, model and order numbers to 10
  • understand that number names relate to a specific quantity
  • estimate quantities to 10

How Tall

We gathered to look at a picture of Ms. Shemo.

We discussed the skills we will be using to complete our journey of inquiry.

  • Observe carefully, noticing details.
  • Listen to others as they share their thinking and ideas.
  • Being mindful of our bodies so that we can be ready to learn.
  • Solving problems using the information we have. 

What do you notice?

  • Ethan “Ms. Shemo pictures. Against the wall.”
  • Michelle “Blocks.”
  • Ruby “I think, I see that you have your name card. Maybe because it’s letter T.”
  • Felix “That’s like how big it is.”

How many blocks do you think Ms. Shemo is?

First, we counted to see how many blocks there were already. It was 4.

Then we began to estimate how many blocks tall Ms. Shemo might be. We recorded our estimates on the board.

After all the students had made their initial ‘best guess’ we went out for a break. On our return, we went back to our estimates to see if anyone wanted to change their first guess. Some of the students changed their estimates. 

How can we check to see what the actual number might be?

  • Nicolas “We can count up to here.” He suggested that we ‘DRAW’ the boxes to see how many we need. We did.

  • Ruby “We need go up to your head. We need some more.”

Ms. Shemo was ‘12’ blocks tall!

Was that correct? How else can we check the actual number?

  • Ruby “We could count and see how many blocks.”

We decided as a group to use the actual blocks. The students helped place the blocks.

  • Ruby explained that ‘you have to balance’ when placing them one on top of the other.

We made sure the blocks went all the way up, right up to where Ms. Shemo’s head ended. We pretended there was an imaginary horizontal line that tells us where to stop.

Every time a block was placed, we tried to guess ‘how many more’ we may need.

We found out that Ms. Shemo was ‘11’ blocks tall!

https://twitter.com/NISPreKK1/status/1107931145692299264

At the end of the session the students wondered how many blocks tall they were saying…

“Can we do it with kids?”

SLO’s

  • Use non-standard units of measurement to solve problems in real-life situations involving height

How Many?

The students were given a draw string bag with some objects in it. They used their sense of touch to guess what was in the bag.

  • Blocks?
  • Lego?
  • Worms?

We took the objects out and arranged them in a pile on the floor.

There were different types of rubber ‘bugs’ in the bag.

  • Freida “I see here spiders.”
  • Michelle “Spider.”
  • Felix “Worm. 1.”
  • Lawrence “Worms don’t have legs. 1, caterpillar.”
  • Nicolas “2, one red, one purple.”
  • Ethan “Spider.”

Lawrence explained that they were NOT worms but caterpillars, as worms don’t have legs.

The bag also included dragon flies, beetles and spiders. Ruby explained that spiders were NOT ‘bugs’. She insisted that they were ‘creatures’. Perhaps we should inquire into this a little more…

How many bugs were there in the bag?

The students attempted to guess but it was difficult to count as some of them were hidden.

Michelle had a plan. She lay the bugs out in two rows, making it easier to count.

  • Nicolas “She is making a line and counting.”

We counted the bugs, there were 16 altogether.

  • Ruby was thinking about the spiders, “They are not bugs because they have legs. They can make webs on their own. Also, they like eating…”
  • Freida “They can make webs.”

How can we sort these bugs out? What should we do?

  • Felix “We can do like that, yellow, yellow, yellow. And then another colour. Orange.” We decided to follow Felix’s idea and sort them by colour.

Then we counted them to see how many were in each colour group.

  • Lawrence “Counting the yellow, red.”

Is there another way to sort the bugs?

Amber explained that we can put them into groups… “Spiders, caterpillars, butterflies, beetles.”

How can we record our information on paper?

Ms. Shemo drew the different bugs and the students helped keep a tally count where 1 line represented 1 object.

Next, we decided to use the information we had to create a graph.

Then, the students wrote the numbers 1 to 6 on the side of the graph. It helped us count the rows.

  • Nicolas “Green is tallest.”
  • Si Hyun “Green top.”
  • Ruby “Biggest.”
  • Michelle “Smallest.”
  • Jasmine “Very big.
  • Charlotte “So big.”
  • Michelle pointed to the blue square that represented 1 beetle. “This is lower.”
  • Felix explained that the green column (6) had “One more than this one [red column (5)].”

  • Ruby “This is the lowest.”
  • Charlotte “Super low.”
  • Nicolas “Teeny weeny”

Amber explained that the graph looked like “A building.”

SLO’s

  • sort objects
  • present information on teacher-generated pictographs where one picture equals 1
  • begin to explain data using simple language such as same and different / more or less
  • understand that number names relate to a specific quantity
  • estimate quantities to 10

Balancing Act

We read the story ‘Balancing Act‘ written by Ellen Stoll Walsh. In this story, two mice make a teeter-totter. They are having fun and balancing just fine until a salamander and frog join in their game. We used a scale and cubes while reading the story, and the students discussed the concepts number, balance, weight and measurement.

“3 on one side and only 2 on the other. We need one more on this side. 3+3 will make 6!”

They decided that the bird weighed 6 cubes. We used cubes to explain our thinking.

The students were then invited to play with the scales and manipulatives.

12 on both sides.

Making sets of 2.

“It has to be the same on both sides!”

Through these playful experiences, students developed an understanding of how measurement involves comparing objects, and that objects have attributes that can be measured using non-standard units. They used their developing knowledge to solve problems involving weight.

https://twitter.com/NISPreKK1/status/910051064442843137

The Knobless Cylinders

The students have been exploring four sets of wooden cylinders. The different sets vary in colour and encourage the exploration of height and diameter. Students can grade by size, develop their co-ordination of movement, observe differences in dimensions and recognize difference and similarities (when using more than one set).

https://twitter.com/NISPreKK1/status/907526652766203904

SLO’s

  • Identify, compare and describe attributes of real objects

Weighing

The students were exploring with weights. They discussed what they observed.

Hally “I see balancing. Because we don’t have anything in both sides.”

Vera “I see nothing is in there and its balancing and if you put yellow and yellow on both sides and then it will balance.

One block was added on to one side of the scale.

Daniel “I see a block in there and it is heavier and the other side is lighter.”

Carolyn “I see 20g on the block.”

Vera “I saw a 20 grams because its got dots on the yellow block.”

Daniel “I can see that one is not strong enough because its not balancing.”

The students decided to put another block on the other side.

Lele “Its balancing because it is heavy enough in this space and this space.”

Oliver “Its balancing because its the same heavy on both sides.”

Gabby “Both of them are the same of the blocks.”

Isabella “2 sides are the same heavy (weight).”

One student put 10g on the other side to balance it. It did not balance. Then they solved the problem by adding another 10. The students recorded the information using a number sentence.

They looked for other ways to make 20. The students recorded the information on the whiteboard.

The students worked in teams to weigh different objects using bears and blocks (grams).


SLO’s

  • Select appropriate non-standard units of measurement to estimate, measure and record weight
  • Record addition and subtraction sentences using the appropriate signs
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