The team sat with the data they had collected through their survey, to sort and understand what their friends and teachers in the Early Years thought about the concept of ‘beauty’.
Looking at the information before them helped the team decide on a rule for sorting. They began to notice that they each had similar ideas that could be grouped.
They created several different groups based on the criteria they had decided on.
The team decided to include labels to help others understand the groupings they had created.
The team confidently presented their data to the class, naming all the different elements the Early Years community thought were ‘beautiful’.
The children have been wondering about the ‘speed’ and ‘direction’ the balls might travel if they made changes to the ramps. They have been recording their theories and making changes to their ramps using a range of materials around the classroom.
What did they observe and learn from their experiments?
Sungjune, a Grade 9 student reached out to K2A to ask if he could build something for us as he was engaged in a product design exploration. As the children would often struggle to sit around the rectangular table that we have in the classroom, the teachers suggested a table for Lego projects.
After a few days, Sungjune shared 3 draft plans for the table. The drafts were presented to the children for feedback and questions.
As the children discussed the designs, we noticed that they were considering the shape, spaceand purpose of the table. Finally, they voted for the table they preferred the most.
The children’s preferences have now been shared with Sungjune. As we know that the children are always curious about building and making, we wonder what they might learn from observing Sungjune’s process of building the table.
The gardening group (composed of student representatives from each class) gathered to discuss their project. Their task for the day was to document what was still growing in the garden and how they might organise the garden plots.
Thirteen gardeners joined the meeting with Ms. Hannah. They began by revisiting their agreements. The gardeners reflected on what it means to be a respectful listener “We talk one at a time and listen to others as they share their ideas.”
Then, they reflected on what they did during the previous session.
Emma “We don’t have many plants.”
Oliver “Some plants survive when it was snowing, it means when it’s snowing they are not very scared of the cold. The big plant is dead because it’s not cold protection.”
The team wondered about the ‘temperature’ and what plants ‘need’ to ‘survive’ and thrive.
Which plants might grow in the different seasons?
Which ones will survive?
Jacob “Because that big plants got too much water and it would die and too much worm pee pee it will die too.”
Logan “Earthworm poo, could it help?”
Jenny “Not too much water, not too dry (in Mandarin)”
Adelyn “Not too much sun”
Oliver “If you get a dragon fruit then dig a whole and then a plant will grow and the flower will grow and it is actually a dragon fruit. If you use the outside part of the strawberry seed and put it in the dirt it will grow strawberries. I know how to grow a watermelon to a shape that you want. If you get a square shape cube and dig a hole and then open it and then close it and then it will be the shape.”
Albert “If you grow watermelon then you will get a watermelon tree.
Keira: “In my home, there are orange trees.”
Jacob “Watermelon black and watermelon white seeds. People can eat the white seeds and plant the black seeds.”
Emma: “At my home, I have a paprika tree.
Albert: “At my home, I have a bamboo tree.”
Teacher “This is a shared space. We have 5 classes. Which means we need to find a way to share the plots. How might we do this?”
The gardeners gathered their clipboards with paper and writing tools. They looked at the plants in the plot and began to draw to share their observations and thinking.
Teacher” How do you know something is still alive?”
Emma “Because the seeds were still in the mud. And it didn’t fall out. Some was out but some not.”
We noticed that the team considered the size and shape of the plots when documenting their thinking. The gardeners were encouraged to think about and explain how they knew the plants were still alive. They used their senses to observe carefully, sharing their theories about the growth of plants and the weather. As they visualised the space, they began to share suggestions on how the plots may be allocated to the different classes in the Early Years.
The gardeners gathered to share what they had learned and to decide on what they would do next.
Oliver “One is a bigger plot and one is smaller.”
Sophia “Prek-K1 has more children so they use the bigger plot and K2 use the smaller plot.” (in Mandarin)
Emma “Also we need to plant so many new plants because only in some places there are plants.”
The gardeners agreed with Sophia’s suggestion.
Emma “PreK-K1 has 3 classes and K2 has 2 classes.”
Albert “The bigger one to PreK K1 and the smaller one to K2.”
George “One class has one space.”
The children took a vote and agreed with George’s idea.
The team’s suggestions were based on the number of classes in each grade level and the number of students in each of them. The teachers wondered how they might encourage the gardeners to show the division of a space.
The teachers noticed that a group of children had been interested in making their games during inquiry playtime. They often used recycled paper and cards to design and create their games.
Recently, the Grade 4 students visited K2, to ask the children about the arcade games. This was connected to their Unit of Inquiry ‘How We Organise Ourselves’.
First, the Grade 4 students conducted a survey, to learn more about the younger children’s interests in games. Then, they returned to create a list and gather feedback to learn “What might make the game fun?”.
Jeongyoon “Rules and tag.”
Motong “If we don’t have rules and we don’t know how to play.”
Oxford “”
We noticed that the children continued to refer to the ‘rules’ in a game. We wondered if the children were making connections with the games they play in their P.E. class, as conversations at the end of the lesson highlight important behaviours that make games fun and engaging. The teachers decided to dig deeper, to learn more about the children’s thinking. The teachers decided to ‘use the discussion to generate new ideas and investigations’.
Why do we need rules in the game?
Jeongyoon “If the game has no rules, it’s not a game, because it’s not fun.”
Motong “Because we don’t know how to play if we don’t have rules.”
Oxford “Rules let us know what we can do and what we can’t do.”
The children highlighted the ‘function’ of rules in the ‘organisation’ of a game. Then, the children drew the games they liked on large chart paper. We noticed that many of the games had mazes. Was this something that interested the team?
We discussed the kinds of games the team would like to make for the other children in the EY. We wondered…
How might we gather information to learn about the games that the EY children like to play?
What does a game need to have to make it exciting and fun?
The team gathered to discuss their next steps. Could we use a survey or draw some graphs to show our findings?
Oxford chose to create a survey that included three games. He planned to ask the children in the EY to choose their favourite game, to help him decide which game he was going to finally make. The three games to choose from were ‘Whack-a-Mole’, ‘Maze’ or ‘Treasure Hunt’.
Motong chose to create a survey with three choices of games for children in the Early Years. His games were ‘Car Race’, ‘Solider Game’, ‘Code Guessing.
Jeongyoon chose to use the maze game and decided to write some questions that would help him find out how he could make his game fun for the children in the EY.
Many of the children worked to maintain the garden plots in K1. The children noticed that some plants had died, and others needed to be pruned.
The children began to make suggestions on what they could grow next. We decided to gather this information using pictures and words.
The children were invited to share 2 suggestions. Then, we sorted and organised the information.
The children quickly noticed that some suggestions such as flowers (8) and trees were very popular. Other suggestions were mint plants (3) orange plants (1) grass (1) trees (5) strawberry plants (5) apple trees (3).
We wonder what we need to know about these flowers and plants to be able to grow them in our EY garden. We wonder what resources will help us learn more about the needs of these plants.
Our inquiry continues…
Learning Outcomes: We are learning that we can…
gather information by asking questions
record data on simple graphs
present information using pictographs where one picture equals 1
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.
@O had a book full of experiments. He described one to the teacher explaining “The egg becomes soft when it is in the water for 3 days!”
Teacher “Hmmm, is that so, well can you prove that?”
Child “Yes! I can show you!”
He began to make a plan, thinking about how he might share his theories and document the process and findings over time. He drew out his plan, made a list of needed materials, and shared the steps to be taken to complete the task.
At first, the child insisted that the egg needed to be submerged in water. He planned and experimented, even though he subsequently learned that the liquid should be vinegar for the experiment to work.
The teachers encouraged him to complete his first experiment, to observe and document his learning and the outcome of his experiment, to encourage the child to develop the ability to carry out tasks, and to learn through experience.
The child agreed, and documented his observations in his journal, learning new words, and referring to the sight words flash cards to help him spell unknown words.
He labelled his pictures and included details to share the process with others.
He learned how to revisit his journal post on Seesaw, editing and including his daily observations to document his experiment.
The child was excited to begin his second experiment, feeling confident that he knew the outcome.
Through this experience, he practised patience, resilience and learning through ‘trial and error‘.
He questioned to learn more, used observation to gather information and explored patterns and connections. The child used mark-making to share his observations and presented his findings to the community, all important skills, and processes that scientists need in their work.
The team of researchers investigating ‘slides’ collated their drawings to make their own books about slides. On the cover, they decided to draw the most exciting slide! The designs were creative and complex.
Mr. Lewis, a teacher working in Hong Kong, visited us a few weeks ago and shared his excitement about the slide project. He told us that his class were also very interested in slides. He offered to share photographs of the slides they had made. On his return to Hong Kong, he shared them with us.
The children discussed the ideas presented in the images.
The slides are very big.
The blocks are big and so the slides are high.
They used water on their slides!
The slides were connected to other things like car parks and buildings.
They used bamboo slides at the water troughs!
The children recalled having many of the same materials in their own space. They were excited about the different designs and were inspired to create more ‘slides’.
What more can we learn about slides?
Next, we read a book about slides to help the children expand their ideas further. The book had many examples of ‘slides’ which were referred to as ‘ramps’. Over the next few days, the slides in the block space evolved. The children explored new ideas, creating cities and maps with a range of materials. More children entered the play spaces with conversations around the structures becoming more animated and complex.
We decided to offer the team a new opportunity to create ramps. For this, we revisited the team’s drawings created for the book covers.
What do designers and engineers need to consider when creating?
We reached out to Ms. Jo to plan this experience. The team went off with Ms. Eileen and Ms. Jo to begin their work on the structures. They have created a plan and discussed the materials they would need to make their ramps. In the next few weeks, we will learn more about their process.
Our research into ramps has resulted in a collection of chart papers that include brainstorms, Venn diagrams and drawings. We decided to move some of the documentation into a central location, a bulletin board in the corridor. As we sat back to reflect on the documentation, we asked the children why learning about slides was important to them.
Morning “I like slides because we can slide down and it makes us happy!”
Liz “I like big slides because it is fast.”
Eli “It is higher, it has more time to roll down. So on the floor it goes really, really fast.”
Oliver “I make slides for balls to go down and the slides are up hill and down hill. More higher makes the ball go faster.”
Howie “Because its fun. It is fast. The ball goes fast, the box goes slowly, because it has 4 corners, its not fast. I tried once.”
Oxford “Big slides, cars go fast. I like to put people and cars on the slides, they go fast.”
We heard the children talk about theattributes and properties of shapes. We noticed that they were exploring concepts about ‘speed’, ‘height’, ‘distance’, ‘forces’ and‘energy’.
The discussion about the display led us to wonder if other people also like slides. How could we find out?
– Eli “We can ask people!”
We decided to post a paper to ‘ask’ the community if they like slides. The children suggested two options for the chart.
I like slides.
I don’t like slides.
– Oliver “I like slides should be in green and I don’t like slides in red.”
We decided to accept Oliver’s suggestion. Next, we documented the responses from the class, then we posted the table on the wall.
At the end of the day, the children invited their caregivers to add to the table. The children were excited to find out how many people would respond to their survey.
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.
The children have been dipping into their extra clothing bag to change into clean and dry clothes when needed. Frequently, the children comment on the number of clothing in their bags. We decided to offer the children a data gathering experience to help them use number and data collection for a real purpose.
We began by presenting the children with this image and prompt:
What do you notice?
We encouraged the them to think about the way the clothing was sorted.
The children noticed that:
the labels and pictures to help us know what the items are.
the clothing was organised in rows and columns.
there were 15 items in total.
How might you use pictures, numbers, or words to show what is happening?
The children began to make their thinking visible on paper.
They gathered the clothing in their extra clothing bags, sorting and organising them to make it easy to count and document their observations.
Then, they used a graph paper to show the number of different items in the bag. Through this experience the children were able to collect information to make decisions.
The next time your family does laundry, you can sort the clothes into categories by type. Some possible prompts could be…
How many categories are there? Which category has the most?
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
The researchers decided to conduct a survey to find out which season people preferred the most. They drew out their table and then interviewed the Early Years community to gather their data.
Then, the researchers used their information to create a vertical bar graph. They could clearly see the data they collected as it was organised by columns.
They used simple comparative language to talk about their graphs and will present their findings to the community.
Through this authentic inquiry, the children explored the different ways we can collect information to make sense of the world around us. Their research allowed for the following experiences:
collecting information by asking questions
using tally marks (1 line/1 object) to record data
Where does all the waste go?
The students had differing views on what happens to the waste we produce. We gathered to discuss and document these ideas on chart paper.
The Power of Images
Our inquiry into waste has been thought provoking and engaging. We watched 2 videos to help us tune into the ways we produce waste and the impact it has on the world around us. The first, was a video to mark ‘Earth Day’ and the second, a documentary on the journey of plastic bottles. While watching the video, the students took notes, using pictures, labels, sentences and words, to capture important ideas shared in the video.
The students were asked to work in teams to guess what messages the icons conveyed. They worked with their partners to decide on the labels they would attach to the images. The students explained their ideas, making connections with what they have seen, think or already know.
The students have been writing questions to help them learn more about waste management. They have been conducting interviews, gathering data and taking notes to capture different perspectives and information shared by the community.
The students will continue to document their learning and present their findings on waste. Focused literacy sessions on word choice and grammar helped the students improve their pieces of writing.
We continue to discuss and explore the impact our actions have on the environment as we consider the action we can take as a result of our learning.
We have been counting collections and exploring different ways we can collect and share data. Ms. Delia shared 4 different images with the students to help them think about other ways we might share the data we gather through our projects.
Teacher “What do you notice?”
Graph 1
Hyun Seo “That tells me that the favourite ice cream shows that it is about the favourite ice-cream.”
Ethan “That one is left to right, the other one is the bottom to top.” (referring to the vertical vs horizontal graphs)
The students talked about the horizontal and vertical bar graph.
Grace “The difference is that there 1-10 and this other one has it to 100.”
Yuchan “There is a very small line at the bottom. Because then the small line is 25, to 50 to 100.”
Yuki “Here there have a colour, change colour can see clearly so other colours can see well.”
Fedo “If you turn it the other way it will be like the other bar graph.”
They explained that the length of the bar shows the data.
Graph 2
Hayoon “I see two circles. In the middle, like the Olympic. This one in the middle is the same. The same thing the whale and fish have.”
Seungbin “I don’t see numbers in it.”
Ella “Data is like, we ask people and research and then we make data with like how many people like ice cream and they are using research skills. Like we have to research about the whale and the fish and find what we have in common.”
Teacher “When can we use this diagram?”
Ethan “When they are the same or not the same. Like a wolf and a dog.”
Alejandra “And the things about the same are in the middle.”
Lawrence “What is that graph?”
We named the diagram ‘Venn Diagram’.
Graph 3
Fedo “All of them equals 2. So it means they ate 2.”
Yuchan “Each mango is 2, so if it is 3 mangoes it means 6 mangoes.”
Teacher “This is why we call it a picture graph.”
Lawrence “The picture shows the tally graph.”
Alejandra “10.”
Ethan and Hayoon “I think it’s 20 apples.”
Ethan “I like because it shows pictures. If someone does not know the spelling, then you can use pictures.”
Graph 4
Grace “It looks like mountains, and it shows numbers.”
Diego “I think this looks the like the bar graph, you use the line and the dots.”
Gihyeon “I notice it looks like a W.”
Ella “Because here its 50. So when you go down you can see how many bikes were sold. In January 50 bikes were sold and in February 30 bikes were sold.”
Yuchan “I notice that its like a news graph. Like weather. Like how sunny or cloudy.”
Seungbin “I saw in a book and it shows how the earthquake happens. Like in other countries how much it happens.”
Lawrence “It shows like If you don’t put the line.”
Seungbin “It is shows a little bit and then it keeps going and then in the last it shows going high.”
Next, the students were given different scenarios. They had to work in teams to decide which graph would be the ‘best’ choice to share the data.
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.
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.
We have been learning the words to our songs, practicing the actions and creating make up and costume designs.
Grade 2 will play the ‘Oggie Doggies’ in the show. We had to create dog tags for the characters. We decided to use wood cookies for this purpose. We had to decide on the ribbon we will need for the tags. The students began to suggest different colours for the ribbons. There were clearly too many choices as Ms. Heidi said we could only have 5 choices. We had a problem. Which 5 should we choose?
First, we listed all the colours the students suggested. We had 9 choices. How should we organize this information?
The students suggested we create a chart and record the data on it.
(Information can be expressed as organised and structured data)
We had a clear first, second and third choice. However, three colours were competing for the 4th and 5th choice. The students suggested that they take a second vote to find the fourth and fifth colour. We recorded this data on a second table.
Now, there was a clear choice for the remaining two colours.
We finally had our 5 choices for the ribbons. Next, we voted a third time to find out the quantity of each colour we had to purchase. We created a third table to record this information.
Then, we created a column graph to record the data. We decided that each square would represent 2 people as there wasn’t enough space for the highest number.
We gave Ms. Heidi the information she needs, the chosen colours and the quantity of each colour.
When the wood cookies arrived, the students used a wood-burning tool to write their names on the wood cookie.
Then, they used acrylic paints to paint their wood cookies.
Finally, the DOG TAGS are ready for the SHOW!
Research Skills:
ask relevant questions that can be researched
make a plan for finding information
gather information
record observations by charting, tallying, writing
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.
Passed down from generation to generation, folktales provide a glimpse into a culture’s beliefs, and also insight into people’s motivations, feelings and values.
We read the folktale Stone Soup by Jon J Muth. In this story, three monks convince the people of a village to share a small amount of their food in order to make a meal that everyone enjoys.
After listening to the story, the students identified the characters, setting, problem, solution and moral of the story. We also noticed the details in the illustrations and how they give us clues about the text.
(Communication Skills: Exchanging information: Listening, interpreting and speaking)
The next day, one student reread the folktale while a story map was created. We used labels to help us remember important vocabulary and key information from the story.
(Communication Skills: Literacy – Reading, writing and using language to gather and communicate information)
The students completed a graphic organizer to document the discussion points.
The moral of the story Stone Soup by Jon J Muth, is that ‘sharing benefits everyone who contributes’.
Next, we read Stone Soup by Marcia Brown. In this version, the travellers are 3 soldiers.
(Communication Skills: Exchanging information: Listening, interpreting and speaking)
Communication Skills: Literacy – Reading, writing and using language to gather and communicate information)
The students helped create a story map of this version by Marcia Brown, including the important elements and key vocabulary. We compared the two versions of Stone Soup and thought about the similarities and differencesbetween them.
Next, we documented our thinking on a graphic Venn Diagram.
(Communication Skills: Literacy – Reading, writing and using language to gather and communicate information)
(Research Skills: Information literacy: Formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating)
One student brought in yet another version of Stone Soup, this time it was written in Korean. He worked with a partner to read and translate the story for the others. As they read the story, we thought about similaritiesanddifferences between all three versions.
(Communication Skills: Literacy – Reading, writing and using language to gather and communicate information)
We continued to add our thoughts and ideas on our mind map, discussing what we know and think these important words might be.
(Thinking Skills: Creative thinking: Generating novel ideas andconsidering new perspectives)
We continue to wonder about the concepts ‘community’ and ‘culture’, what do these words mean to us? How do communities ‘express’ their culture?
We began by looking for patterns in numbers. We skip counted in 2’s, 5’s, 10’s, 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!
The students were invited to use Pattern Blocks to create designs. Each pattern block shape had a value. The complete design needed to have a total value of 24, 40 and 60.
Next, the students completed a bar graph using the information in their Pattern Block design. Finally they wrote a number sentence that reflected the data they collected in their graph.
Instructions:
Use Pattern Blocks to create 3 shape designs that have a value 24, 40 and 60.
Take a picture of your designs.
Upload your pictures to Seesaw.
Complete the graph to show how many shapes you used in your design.
Write a number sentence that reflects the data collected in the graph.
Creating the designs involved a lot of problem-solving, thinking, calculations and conversations. Here are some Student Responses:
Lego is popular and fun to play with. It is also a great resource to explore learning. The students were invited to create one object using 20 pieces of Lego. They displayed these creations in the atelier.
We all noticed how different the creations were.
Next, we took a photograph of our creation.
We wondered how we might sort the pieces we used in our creation. The students suggested three possible sorts. -by colour -by the number of ‘dots’ a piece of Lego had -by length (long and short)
Then, we decided how we might document our sorts on a table. Here are two possible options. The students decided that a tally table would be the best way. We decided that we would have colour on one column and tally marks in the next.
We know that information can be expressed as organised and structured data. We constructed and labeled a vertical graph to document our data.
Finally, we wrote 3questions that we might ask our friends about our graph. What questions can YOU suggest?
Each student worked on their own creation, to follow the different steps needed to document their own 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.
Focus: Thinking skills, Research Skills: Mathematics (Data handling)
Watch the video to see how Sarah has been sorting the cutlery in her kitchen drawer and how Ms. Shemo has been sorting the earrings in her jewellery box.
Make a collection of interesting, small objects from
around the house.
Sort the objects into different sets.
How did you sort the objects?
Feel free to share a picture of your own sort.
This activity helps children to notice the properties of objects and helps them to understand that people (mathematics and scientists) categorise objects according to their defining properties. You can repeat this activity as often as you like, indoors and outdoors, using different objects. Over time, the children develop increasingly creative ways of sorting the objects!
The children talked about what people might do while they look at the different displays.
Teacher “Can we be loud in the art gallery?”
Children “No we have to be quiet.”
Haha went to an art gallery over the weekend. Children from a different school have created lots of wonderful pieces of art using different types of paper. He shared what he had seen there.
The children shared their thinking as they looked at the different pictures.
Charlotte “A floating city!”
Charlotte “It’s a bird house.”
Bruce “A monster house.” Sebastian agreed.
Yoochan “like toilet (shape of the toilet).”
Yoochan “Cakes!”
Sarah “It’s signs. Something you can’t do.”
Charlotte ‘Like candies.”
Yoochan “Like Television.”
Charlotte “Like zombies.”
In the morning the children had collected a range of different pieces of paper.
These papers needed to be sorted so that we can use them to create.
What should we remember when we are sorting the paper?
How should we hold the paper?
Ms. Tina made a long line of paper.
She laid out 7 trays to help us sort. Charlotte suggested that we sort the paper by colour. Everyone agreed.
While sorting the paper the children thought of other rules for their sort. They noticed that some of the paper was thicker. Some had patterns and different textures. They worked in groups to sort and collect 6 trays of paper. Each group shared their rule for the sort.
Bruce, Leming and Yoochan had sorted the paper into two trays. Although both trays had white paper, one tray had ‘PAPER WITHOUT LINES’ and the other had ‘PAPER WITH LINES’.
Michelle and Charlotte explained that their sorts were by the thickness of the paper.
We wondered…
How should we sort the paper if we wanted to be able choose the paper without difficulty?
Michelle decided that it would be better to add the white papers on their tray into the trays that had ‘PAPER WITHOUT LINES’ and ‘PAPER WITH LINES’.
The children then needed to decide where these papers will be stored. They suggested the shelves by the table.
Sarah, Charlotte and Michelle created labels for the trays.
We had a set of 8 pictures. We gathered to have a discussion about the pictures to decide how we might want to sort them. The students began by counting the pictures and using their fingers to count out 8.
Next, the children named the pictures “A boy, bicycle, a ladybug, a bench, a tree, a dog, a swing, a rock.”
Then, we recalled what we had done the day before with a picture of a person made with shapes. The children were encouraged to think about how they sorted the shapes based on their characteristics.
We looked at the picture to help us recall the different groups we made, naming them as ‘circle, dot, triangle…”
The children were invited to think, how they might sort the 8 pictures in front of them.
Felix “We put the animals together.”
Charlotte “Tree is animals too. Because tree is living too.”
Felix “Tree is not living because living is when you have nose and mouth, so trees are not living.”
Charlotte “Because tree is really animal.”
Teacher “Why are these pictures on this side?”
Michelle “No eyes. No ears and no mouth.”
Charlotte “These things are help people.”
The children decided to call one group ‘Living’ things, another group ‘not living’ things.
Teacher “What do they need to live?”
Michelle “Eat.”
Felix “Vegetables, fruits, meat. They have to learn. Climbing the tree. The ladybug. Dog learn running. People learn talking.”
Nina “Ladybug, dog, they need sleep, they run.”
Charlotte “They walk.”
Felix “And try to climb the tree.”
Teacher “What is the same about the things that are ‘not living’?”
The children thought hard about this question. Michelle stated that the swing can move so it has to be in the living group. But others did not agree because they don’t have ‘eyes’.
The children started wonder and talk about ‘trees’, “Do they sleep?”
Nina “When he sleeps tomorrow, they will grow.”
The other children did not agree. Some of the children decided that tress don’t sleep.
Michelle “Windy day it can move.”
Yoochan and Charlotte used actions to show how the trees move when it’s windy. They showed us how the leaves move with the wind.
We wondered why people, animals and bugs needed ears.
Felix “They listen.”
Nina “He has ears.”
We wondered why people, animals and bugs needed mouths.
Sarah “Drink water.”
Yoochan “Teeth.”
Felix “People need the teeth to eat the hard things. The bug just opens the mouth and just eat.”
We wondered why people, animals and bugs needed noses. What was the purpose?
Charlotte “To smell.”
Felix “To smell the plant.”
Yoochan “To smell the flower.”
Charlotte “To breath in. Bugs nose is like this.” (Charlotte used her index fingers to show us how bugs have moving ‘things’ above their heads)
Michelle and Charlotte explained that there were bugs outside that had a nose and mouth.
Felix “What about caterpillars? He doesn’t have eyes, nose and ears.”
As our next step, we hope to observe mini-beasts to see what more we can learn about them.
• Record observations—drawing, charting, tallying—using emergent writing skills
Synthesizing and interpreting
• Sort and categorize information and materials; arrange into forms or order, for example, with graphs, marks or symbols using emergent writing skills.
Each morning the children gather to greet each other. Next, they check the lunch order by asking their friends if they have brought in lunch from ‘home’ or need a ‘school lunch’. This information is gathered and recorded as a graph. The children count out the numbers to make sure we have the right total.
The class leader uses numbers to make sense of the information collected before placing the lunch order.
This experience provides the children with opportunities to use number in real life situations.
Each morning we gather in a circle to greet each other using our words and gestures. It is a time to be part of a community, sharing our feelings, cultures and stories. It is a time to celebrate our diversity while being respectful and inclusive.
Each morning one student checks in with each member of the class to place the lunch order. Student ID’s are assembled in a graph to help sort the information collected.
The cards are then taken to the cafeteria by the student helper. The lunch order is placed, and snacks are brought back to the Early Years kitchen.
After we wash our hands, we line up to get our snack boxes.
We are now ready to have our healthysnacks!
Approaches to Learning (ATL’s)
Seek information.
Gather information from a variety of sources (people, places, materials, literature).
Sort and categorise information and materials; arrange into forms or order, for example, with graphs, marks or symbols using emergent writing skills.
Analyse and interpret information.
Listen actively and respectfully to others’ ideas and listen to information.
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.”
It was the first time Charlotte came to school with braids. Everyone was very excited to see her new hairstyle. The students began to notice and comment on their different styles.
When we sat down for our Morning Meeting, we looked at a sorting activity we had done a while ago.
Felix “We do the picture on this one and look the colour of hair.”
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
Ms. Angie read a story about shoes to the students. The students took a picture walk to recall the story. They had to guess the different shoes belonged to.
The students put one foot out in front of them. They looked carefully at their shoes.
Michelle “I have shiny shoes its bright pink and blue and I have stars on my shoe.” [in Mandarin]
Felix “I have red and grey, white and black.”
We wondered why we wore shoes.
Charlotte “I have sports shoes and I have red, white and brown on my shoes.” [in Mandarin]
Ethan “My daddy and mummy and me all wear different kinds of shoes. Shoes help him run fast, some make him run slowly.” [in Mandarin]
Amber “I have a cotton shoes and I can wear these shoes in the snow.” [in Mandarin]
Alejandra “My shoes are fluffy. I have another pair of shoes that can help me run very fast. With these shoes I can’t. I have another pair of shoes to do sports. I have some shiny shoes. I have ski shoes.” [in Mandarin]
Nicolas “I have a shoe at home and it is shiny at the back and I have one shoes and it has this part (the front) is red and here (the back) a little bit of grey and brown and this whole part (the front) when I step it shines with lights. I have another shoe, a ski shoe. I have boots but with another colour, it is red and it has pointy spikes on here. And when I scratch the floor it comes a line.”
We first counted how many shoes we have. We have 15 shoes!
Teacher “How can we sort the shoes out?”
Ruby “We could put them all in a circle. Or make a shoe line.”
Nicolas looked at the book. He wanted to make a circle with the shoes. He said, “We can sort out the shoes by colours.”
Si Hyun said that we should sort the ones that have straps and the ones that don’t.
7 shoes had straps. 7 shoes did not have straps.
Alejandra said we can sort out the shoes that have zips and the ones that don’t. Only 1 shoe had a zip.
Ruby had an idea. “We can sort them out the boots in 1 line and the shoes in another.” We had 4 boots and 11 shoes.
Felix wrote a label 11 with help from his friends.
How would you sort your own shoes? How are they similar or different?
We wonder…
SLO’s
sort objects
begin to explain data using simple language such as same and different / more or less
We listened to the story ‘The Napping House’ by Audrey Wood, illustrated by Dan Wood. In this story, there is a granny, a child, a dog, a cat and a mouse, sleeping on top of each other on a cozy bed. They were all sleeping peacefully until a flea decides to bite the sleeping mouse. The students listened to the story in both English and Mandarin.
The next day, the students revisited the story. This time we did a ‘picture walk’, recalling the story in sequence.
Next, we used picture cards to help us retell the story.
The students began to notice a pattern. Jasmine stated that the pattern looked like ‘Steps’.
As the display was posted on the whiteboard, Lawrence said “Its 21”. He explained that there were 21 cards altogether.
Ruby noticed that, “The numbers are getting bigger as you go up the stairs!”
Next, a group of students used cubes to create a 3-Dimensional representation of the information we recorded on the poster. We discussed the rule for the pattern to help us identify how the pattern changes. We used the rule 1 more to help us create a growing pattern.
Ruby “You have to make a straight line.”
Nicolas “I have 6!”
The students began to count out the cubes they needed to create their structures.
During a discussion onshapes, the students explained that wheels on cars and bikes were ‘circles’. They watched a BrainPoP video on ‘Plane Shapes’, and began to talk about the wheels on their bicycles. Following on from this discussion, the students posted pictures of their bikes and trikes.
We gathered to talk about their pictures. How are the bicycles similar or different?
Freida ”My bicycle is small. It got small tires.”
Alejandra explained that some bikes were ‘Big‘ and others were ‘Small’. She said “Because me and Jasmine is more bigger than mine.” This was our first sort.
Jasmine “My bike has pedals.”
Poli said, “Because has here.” while pointing to the pedals. They explained that it helps the bicycles go faster.
We decided to sort out the pictures by ‘Has Pedals’, ‘Does Not Have Pedals‘.
Poli “1, Alejandra NO. 1,2,3,4,5,6,7,8,9, YES!”
Lawrence “Alejandra and Jasmine is different. Chair!”
Alejandra “Another people can sit.”
Lawrence “ This have this, this no.” (referring to the rack at the back of the bicycle) Lawrence was referring to the bike rack. Our next sort was ‘Has a Bike Rack‘, ‘No Bike Rack‘.
Amber “The wheel is small.” This sort was based on the bikes with ‘Guide Wheels‘ and ones with ‘NO Guide Wheels‘.
Jiwoo “This is no, this yes.”
Alejandra “4 and 6.”
Jiwoo “This is one yes, this one no.” Referring to how some bicycles ‘Had Lights‘ and some ‘Did NOT Have Lights‘.
Alejandra “Amber has a back, for the baby, for the sun.” Referring to the hood at the back of the tricycle.
Nicolas “Because it has something at back and it’s big.”
This sort is based on if the bikes ‘Had a Hood‘, or ‘Did NOT Have a Hood‘.
Next, Poli noticed that some had baskets and some did not when he said, “Basket here in the back”. The sort was based on if the bicycle ‘Has a Basket‘, or ‘Has NO Basket.
Jiwoo pointed to a flag on one of the bikes. Then we sorted out the bikes with the headings ‘Has a Flag‘, ‘NO Flag‘.
The students kept going. There was yet another way to sort the bikes and trikes. Some ‘Had a Bell‘ and some ‘Had Did Not Have a Bell‘.
SLO’s
Sort real objects into 2 sets by one common attribute using own and others’ criteria
Explain criteria for sorting
Be able to explain data using simple language such as same and different/more or less/most or least
A student wanted to play with the coloured sand while there were hammers at the table, so she asked her friends if they want to play with sand or hammers. All students and teachers took a vote and there were 11 people that chose sand, 5 chose the hammers. Therefore, we got to change the table activity to sand play!
Agency: Through these experiences students are learning that they have an active voice and stake in the classroom and community.
SLO’s
Data Handling
Record observations using simple tally marks (1 line/1 object)
Be able to explain data using simple language such as same and different/more or less/most or least
As we play and manipulate the materials around us, we explore important Maths concepts such as value, patterns, length, group, categorization and properties. Here are some examples of categorization.
Ruby sorted out the buttons. She explained that she has a rainbow group, a pink, orange, green, blue, yellow and white group.
Why is there a rainbow group? What makes it a rainbow group? Can you guess?
Poli and Alejandra have been sorting the mosaic tiles by colour.
Amber and Poli have been sorting the letters out by colour.
Freida and Felix have been sorting the shells by shape.
We sorted out pictures of our hair in two different ways, by colour and style.
Sarah and Freida were souring out beads by colour.
Why do we sort and group?
What are some other ways we sort and group items?
We continue to explore…
SLO’s
sort objects
begin to explain data using simple language such as same and different / more or less
The students have been creating portraits of themselves using a variety of mediums. While drawing pictures of themselves, they noticed and commented on how some of the students looked the same or different, referring particularly to their hair and eyes.
Freida “My hair is black.”
Alejandra “My hair is black too.”
Nicolas “I have a little bit yellow. Everybody in German is yellow.”
Ruby “I have brown hair.”
First, they decided to sort and group the pictures by the colour of their hair.
Alejandra “I don’t have a pony tail. I have just like Amber.”
Ruby “They have short hair. What about Ms. Jiao?”
Next, they decided to sort and group the pictures by their different hair styles.
Ruby, Alejandra and Nicolas decided that Ms. Tina and Ms. Shemo can go to the pony tail group.
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
We read to story ‘Pete the Cat and His Four Groovy Buttons‘ written by Eric Litwin, illustrated by James Dean. In this story, Pete the Cat is wearing his favourite shirt. However, one by one the four totally groovy buttons on his shirt pop out. The students enjoyed the count down with Pete in this story that makes counting fun.
While reading the story, the students noticed that Pete the Cat was eating an ice-cream. They began to talk about their favourite flavours. We decided to find out and record the information to see which flavours the students liked most.
We drew pictures of our favourite flavoured ice-cream. Next, we sorted and pasted the pictures to create a graph. Some of us liked strawberry, chocolate, grape and mango flavoured ice-cream. We even liked rainbow flavoured ice-cream!
One student recorded the numbers on one side of the graph to help us read the graph.
Which is your favourite flavoured ice-cream?
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
Ms. Lucia introduced the students to graphing. They were invited to work in groups to sort out the materials using graphs.
The Vehicle Graph
Lawrence, Tyler and Ruby sorted the vehicles.
Ruby: [pointing to each row] Trains, cars and planes.
Tyler: Planes 2. Cars 1,2,3,4,5. 5.
Lawrence: Trains 1,2,3.
Teacher: Which one has the most?
Ruby: The cars have the most. 5 cars.
Teacher: Which one has fewer?
Ruby: 1,2. Planes.
M&M Graph
Teacher: How do you know where each one goes?
Amber: [pointed to the picture at the bottom of each row].
Reggie: There is orange but no orange here. We will have to leave it out.
The students discussed which one had the most and fewest. They counted the M&M’s.
Teacher: Is there an easier way for us to know how many there are in each row?
The students pointed to the top of the blue M&M’s and explained that they could look across to see what number is at the end of the graph [horizontally].
Letter Graph
1st Sort
Teacher: Which one has the most?
Reggie: M.
Teacher: Which one has the least?
Reggie: s and o.
Teacher: What about h and o?
Reggie: They are zero.
2nd Sort
Money Graph:
Reggie: There is a sign at the bottom so it tells you where the money goes.
Teacher: Which one has the most?
Hannah: 1’s and 5’s. They have 6, no 7.
Teacher: How many more 5 dollar bills than 10 dollar bills?
Reggie: 1 more.
Teacher: How do you know that?
Reggie: Because the notes are higher than the 10’s.
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
The students listened to the story ‘One Duck Stuck‘ by Phyllis Root illustrated by Jane Chapman. In this story one unlucky duck gets stuck in the muck and asks its animal friends for help.
This story is fairly repetitive and this encouraged the children to predict what will happen next.
The students helped place the animals and numbers in sequence while listening to the story.
The students went outdoors to collect materials that they can use to create their own number graph. They worked as a group to collect, sort, count and create their number chart.
SLO’s
present information on teacher-generated pictographs where one picture equals 1
be able to explain data using simple language such as same and different/more or less/most or least
read, write, say, count, model and order numbers to 10
listen and respond in small or large groups for increasing periods of time
join in with poems, rhymes, songs and repeated phrases in shared books
listen and respond to picture books, showing pleasure, and demonstrating their understanding through gestures, expression and/or words
The students brainstormed what they know about ‘measurement‘.
“You can use the long stick with numbers of it!” said one student. “You can see things in the supermarket that help you to buy things” said another.
Here are some of their initial ideas.
Shorter and Longer
The students then looked for 3 items that were shorter than a pop stick and 3 items that were longer than a pop stick. They recorded the information of their journals.
SLO: Order objects according to their attributes. Represent the results of measurement with drawings and concrete materials.
How long is your foot?
The students then measured how long their foot was using cubes.
They first worked with a buddy to draw out their foot.
Then they cut it out and measured it using cubes. They wrote the sentence “My foot is ___ cubes long.”
SLO: Select appropriate non-standard units of measurement to estimate, measure and record length.
The students decided how to order the information and created a graph using their prior knowledge on how to create graphs.
SLO: Order objects according to their attributes.
SLO: Record data on block graphs. Present information using pictographs where one picture equals 1. Explain data using simple comparative language.
Daniel: There are numbers on a side to tell us how many there are.
Hally: 13, The most had feet 9 cubes long.
Ms. Shemo’s foot is the longest because it is 13 cubes long.
Minseong’s foot is the shortest, because it’s 8 cubes long.
2 people have feet that are 10 cubes long.
We estimated and used our feet to measure our lunch table, the design centre and others interesting objects around us.
If we had to sort out all our shoes, how would we do that?
The students were asked to put one of their shoes in a pile on the floor. They were then asked the question If we had to sort out all our shoes, how would we do that?
