Category: Mathematics

Understanding data

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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.

Next, the team will present their data collection to the class.

We wonder what they learned from their experience.

How can we change the way the balls travel on the ramps?

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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?

What is a Student-Led Conference?

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Student-led conferences are a celebration of learning that involves the student and the family. On this day, students take ownership of their learning and share their learning journeys and progress with their families. The SLC’s encourage students to think and talk about their learning with knowledge and confidence. Students use a Student-Led Conference Passport, to help them navigate through the day.

The Shape Test

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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.

 

 

 

A Table for Lego

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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, space and 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.

PATTERN BLOCK DESIGN CHALLENGE

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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.

Instructions:

  1. Use Pattern Blocks to create 3 shape designs that have a value of 24, 40 and 60.
  2. Take a picture of your designs.
  3. Upload your pictures to Seesaw.
  4. Complete the graph to show how many shapes you used in your design.

Creating the designs involved a lot of problem-solving, thinking, calculations and conversations.

What designs might YOU create?

What is the SUM of YOUR design?

Games

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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.

  • Question 1: Do you like water in the maze game?
  • Question 2: Do you like easy games or hard games?

How to make Banana Cookies!

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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.

 

Hot and Cold!

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We watched the video of the fish in the pond. The children were happy to see the fish swimming around again.

We know that we can ask questions about things in the natural world and can do something to find answers that help explain what is happening. ​

We read a non-fiction book with colourful photographs of different places around the world. The book talked about the choices we make as a result of the weather and the temperature.

We discussed the temperature in Nanjing, China and in Colombo, Sri Lanka.

We began to create a list of the things we would like to measure.

  • Oliver “We want to measure how hot it is. I want to measure cotton, it feels very warm.”
  • Eli “How hot is fire?”

One child talked about lava. We watched a short video to learn more about this word.

  • Jeongyoon “I want to measure how cold the snow.”
  • Eli “Ice.”
  • Jeongyoon “I know how cold ice is. It is 0.9. I want to measure cold water.”
  • Motong “How hot is a hotdog?”
  • Lydia “Ice cream is so cold. If you are so hot you can eat ice cream.”
  • Shemo “How cold is ice cream?”
  • Yui “I tasted ice cream before, when I put it in my mouth it was very cold.” (in Mandarin)
  • Eunbyul “Ice water.”
  • Wyatt “lava in the ice it gets cold. It’s a cold day you will get sick because its so cold and you not eating the ice cream.”
  • Oxford “The fridge.”
  • Morning “Why is the ice so cold? Measure ice in the ground.”
What can we measure?
We began to brainstorm the different reasons and tools we use to measure. 
We decided to explore temperature.  
The children went off to see if they could measure the temperature of different items and liquids. 

 

Approaches to Learning (ATL’s)
We are learning how to:  
• observe carefully
• seek information
• ask or express through play questions that can be researched
• gather information from a variety of sources 
• analyse and interpret information
• understand symbols
• document information and observations in a variety of ways
• choose and complete tasks independently

What can we grow in the garden plots?

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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
  • explain data using simple comparative language

Math Talk – Tens & Ones

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What do you see?

What do you know?

When we look for patterns, we notice what changes and what stays the same from one picture to the next.

Drawing or building the pattern helps us think about what comes next!

The children used mathematical vocabulary to share their observations about the image.

We documented these ideas using symbols, words and numbers.

Then, we played a game of ‘Trash and Treasure’.

This game helps the children learn about place value and how to use the Base10 Blocks to find the biggest and smallest numbers.

Can you make a paper airplane?

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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

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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.

The Shop

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A few children have been making ‘money’ using cardstock.

During a conversation about money, the children shared their experiences and thoughts about money; the difference between money from countries and the ability to pay for things they want to purchase from a shop.

One child decided to explore this idea further while at home and prepared a presentation for the children. He began his presentation by explaining how much money he had earned and saved by doing his ‘jobs’ (chores) at home.

Noticing the child’s interest in using money to purchase items, the teachers decided to share a cash register that was stored away in the classroom.

The child was excited to play with the cash register but there wasn’t any money in the till. He decided to create his own money for the till. Then he decided to make different items that he could purchase using the money in the till. He carefully drew items you would find in a store, adding price tags to let others know how much each item costs. 

During a class meeting, the teachers shared photographs of this process with the rest of the class. The children began to make suggestions about opportunities to play with the items, the cash register and the money that had been made. The idea of a shop began to grow.

More children joined in creating items that could be sold at the shop.

The children set up the shop, including all the items they had made in a basket next to the cash register.

We wonder how the children may explore this new area in the classroom.

We wonder about the conversations they will have in relation to the concept of purpose and function, resources, needs and wants.

We wonder how the children may use this opportunity to model spending money and trading in role play experiences.

Balance

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Two children explored the concept of balance using manipulatives in the construction area. One explained that something was balanced ‘if both sides were the same and the beam remained straight’.

We explored this concept using our knowledge of numbers. The children tapped into what they knew about ‘addition’ to solve the equations to balance the scale.

 

We wonder how we might explore the concept of balance in other places and situations.

Exploring Numbers

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What do you know about the number 3?

The children shared what they noticed about the shape of the Numicon shape.

It looked like a heart, a boot, a letter ‘V’ and it has 3 holes.

What numbers do you see in this shape?

If we wanted to ‘make’ this number, what are the different ways we might try to make it?

  • Oxford shared the first suggestion “2 and 1.”

He was invited to share his suggestion using numbers and symbols. The children began to share other ways to show 3.

Next, we looked for ways to show 5.  

What do you know about the number 12?

Oliver “It has a 1 and a 2.”

Eli “On the bus. So we know where it is going.”

Liz “The clock has 12.”

We used the Cuisenaire Rods and Numicon Shapes to find different combinations that total 12.

Then, the children worked in groups to find combinations that total 15,16 and 20. We noticed how they used their thinking skills to calculate.

They used manipulatives to create models. They used numbers and symbols to share representations of their understandings.

Throughout the task the children worked together in small groups, sharing ideas and taking turns to document their learning.  

Money

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We noticed the children making money at the writing table. Soon each of them had a small pile of notes with them.

We decided to share the photographs we took of the money to learn more about their interest in money.

  • Oxford “I am cutting money and cutting paper and drawing money. I want to go home and make some games.”
  • Motong “I am cutting the paper and drawing the money because I want to play with money. Shopping.”
  • Oliver “Money from my country looks different, Germany. I can show you what the money looks like in Germany.”
  • Lydia “I have money in my home.”
  • Liz “I have Hong Kong money in my home. I have one thousand.”
  • Oliver “I have money from China and Germany. My grandma gave me money and then my daddy takes the money that grandma gives me. He took it away and bought some noodles.”
  • Morning “I have money from China at my home. It’s in my bag.”
  • Motong “I have money in my house, Chinese money. Real money.”
  • Oliver “I have to buy something cool with very expensive money.”
  • Eli “I give my mummy the money and she buys something. Nana gives me money. Daddy gives me a thousand money.”
  • Eunbyul “I have in home money, and my daddy gives money and my mummy has no money. I have Korean money.”
  • Howie “I have three thousand, I have to buy toys.”
  • Jeongyoon “I have Chinese money.”

We heard the children talk about the purpose of money. They had emerging theories about the difference between money from different countries.

An inquiry into ‘money’ begins…

Readers, Writers and Mathematicians

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At the beginning of the school year, the children wrote the morning message. They used what they knew about letters and sounds to spell the words.

The Morning Message often includes a question or a wondering that leads to discussions, literacy or mathematical activities. While reading the message we identify letters of the alphabet and familiar High Frequency words. The children are encouraged to notice important reminders as writers; spaces between words, capital letters to start a sentence and punctuation at the end of a sentence.

Groups of children often meet with a teacher to work on key literacy skills. These are dedicated times when the children explore books to learn the different skills and strategies that readers and writers use to communicate effectively.

Activities that follow reading experiences usually involve reflecting on reading and using drawing, writing and spoken words to express an idea. The children might share an important part of the story, talk about the characters and settings, or discuss the different ideas presented in fiction and non-fiction texts.

It is important to remember that each child is an individual who works on specific skills while reading independently or collaboratively.

With prompting and support the children:

  • ask and answer questions about key details in a text
  • retell familiar stories, including key details
  • identify characters, settings, and major events in a story
  • ask and answer questions about unknown words in a text.

Designing Ramps

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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 the attributes 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 are learning that we can:

– use all senses to observe and notice details

– gather information from a variety of sources

– sort and categorise information

Geometry: Odd Shape Out

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Which One Doesn’t Belong?

We invited the children to look at a set of four pictures. They had to decide which one didn’t belong with the other three and use math words to describe their thinking. There are many ways to think about each one!

We noted their reasons why each of the pictures might not belong with the other three.

A does not belong!

  • Jeongyoon “This one has no corners and the other ones have corners.”
  • Howie “This does not have straight lines.”
  • Eunbyul “Circle is line is 1 and two yellow has 4 lines, and C has 5 square and D has 3 lines.”
  • Eileen “The circle does not have any angles, the square, cube and triangle have angles.”

B does not belong!

  • Liz “B the sides are longer.

C does not belong!

  • Wyatt “This one has a lot of sides and the other ones didn’t have lots of sides.” (in Mandarin)

D does not belong!

  • Lydia “D, this is blue and the other is yellow.”
  • Morning “This is blue and the other one D has 3 corners and the other has 8 corners and 4 corners or round. The only one that has 3 corners. s are yellow.”
  • Eli “The triangle but it has 3 corners and all the others have round or 4 or 8.”
  • Oxford “This has 3 lines and C has 4 lines and A has 1 line and B has 4 lines.
  • Oliver “Does not belong its because the one that has 3 corners is blue and blue is not wood.”
  • Motong “This one is blue and the other ones are yellow.”

We noticed that the children used describing words to classify the shapes. They used the words corners and sides to express their ideas.

Oliver explained that the shape in ‘C’ does not belong because it’s a cube, a 3D shape.

Teacher: But what makes it a 3D shape? What does that mean?  We look forward to exploring this further.

Math Talk – Gathering Data

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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.

Exploring Patterns with @M

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One morning during quiet exploration time, @M chose a piece of paper from the recycled basket to make a new creation. He began by (carefully) using a ruler to make straight lines to create a border. Then, he used markers to create pattern towers. This reminded the teachers of the pattern exploration the children had engaged in the day before, where they used Unifix cubes to create colour patterns.

We noticed how @M drew and labelled his ‘pattern unit’ for each new pattern. He had his own rules which were communicated using blocks with numbers and colours. @M tried to think of a unique pattern each time he drew a tower of cubes.

@M sat with his task till he filled his paper with different patterns. When he revisited the patterns and checked them for accuracy, he noticed some errors. He paused to think about the different ways he might correct the mistakes.       

@M first strategy was to cross out the mistake. The next was to add additional cubes to continue the pattern correctly.

As he progressed with his pattern work, he began by creating the pattern unit before making the patterns. His two final patterns were red, orange, yellow, and red, pink and yellow.

Finally, @M drew a column of colours and a second column with question marks. This was to ask others if they could name the colours.

He explained that it did not relate to the patterns that were on the paper.

As we explore patterns in the world around us, we wonder which ones will capture @M‘s interest.

We wonder how he might document patterns in nature…

Our exploration continues…

A Math Story – The Sleepover!

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We read the story ‘The Sleepover’ by Catherine Twomey Fosnot. In this Maths story, a little girl invites her friends to stay over. Aunt Kate babysits the children and prepares snacks and juice for them. However, the children keep moving between the beds and trick Aunt Kate.

 

 

As we read the story, the children noticed the different combinations to make 8 and used their mathematical knowledge to express their thinking.

They recorded their thinking on paper. We used counters to help us problem solve.

We are learning that:

  • Math is in our world!
  • Number operations can be modelled in a variety of ways.
  • We can use pictures, numbers and symbols to share our thinking and problem-solving.
  • We can tell stories using numbers.

Exploring Patterns

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We began exploring patterns by reading the book ‘Violet Makes a Pattern’ by Holly Hartman.

  • Teacher “What is a pattern?”
  • Eli “A pattern is when you make like yellow, blue, red and then yellow, blue, red.”

We read the book to see the different patterns Violet made with her cereal.  

Next, we used linking cubes to create our own patterns. 

Then, they were ready to create and continue patterns. The children documented their patterns on paper.

We are learning how to create, describe and extend simple patterns in everyday situations using objects and drawings.

Math Talks

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Maths Talk is a collaborative process where children’s thinking, ideas and strategies are discussed, shared and or exchanged. The routine reveals children’s understanding and misunderstandings and encourages dialogue about mathematical concepts.

Which One Doesn’t Belong?

Dots in Two Colours

The children were invited to look at the set of four pictures and decide which one doesn’t belong with the other three.

They were encouraged to share their thinking using math words. There are many ways to think about each one!

We noticed that the children tapped into their prior knowledge about quantity and colour to explain their reasoning.

 

 

The Number 5!

What do you notice?

What do you wonder?

How many different ways can you show this number?

The children were invited to use manipulatives, numbers and words to share their thinking. We wonder how we might apply what we know about the number 5 to explore bigger numbers!

We wonder how number operations can be modelled in a variety of ways.

 

Approaches to Learning (ATL’s) 

  • observe carefully
  • analyse and interpret information
  • notice relationships and patterns
  • listen actively and respectfully to others’ ideas and listen to information
  • express oneself using words and sentences
  • understand symbols

100 Hungry Ants

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We have been using Place Value Blocks to model numbers and show our thinking.

We read the story ‘One Hundred Ants‘ by Elinor J. Pinczes, illustrated by Bonnie Mackain. 

The story begins with a group of hungry ants that decide to march off single file to a picnic. However, along the way, they realise they are moving too slow and begin to divide themselves in different ways to help them get to the picnic site quickly.

As we read the story, the children worked in pairs to document their thinking using Base 10 Blocks, pictures, words and numbers.

They first went in one line of 100.

2 lines of 50.

4 lines of 25.

5 lines of 20.

And 10 lines of 10.

Next, the students retold the story in their own words, using the images they created to document their thinking.  

Through this activity we:

  • explored how the base 10 values system is used to represent numbers and number relationships
  • used the operations of addition to solve problems

Same and Different: Frogs on a Log

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  1. What is mathematically the same about pictures A and B, and what is different?
    • A and B are the same because …
    • A and B are different because …
  2. Make a third picture of some frogs. Explain how your picture is the same as pictures A and B, and how it is different.

Responses

Math Talks – Dominoes

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  • What do you notice?
  • What do you wonder?
  • What comes next? 

Show or tell what the next few pictures look like. Describe how you know.

  

The Shed Project – Installing the Hooks

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Over the past few months, we have been planning and organising the Shed.

After a planning meeting with Ms. Jacqui, the project team decided to order hooks for the pinboards in the shed. After their data collection, they placed an order for the hooks.

The hooks for the shed arrived through the post. The team worked to attach them to the pinboards.

Another team went to the shed to count the number of hooks and signs we need. They recorded their information on the iPad.

Then, created labels with images and numbers to let the children know how to sort and store the different items in the shed.

While planning and organising ‘The Shed’, the children took responsibility and ownership of their learning spaces and materials.

They worked in teams, sharing ideas, listening to different perspectives and working together for a purpose. They used their thinking skills to explore possibilities, to reimagine spaces and solve problems in creative ways.

The children used their knowledge of number and data handling when collecting and sorting information. Discussing and presenting ideas, documenting their learning and using what they know about signs and labels to inform others, developed their literacy skills.

Laundry Fun

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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?
  • Which has the fewest?
  • Is it different for each person in your home?

The Cake Problem

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K2B made two cakes. They asked if we can help with the frosting and cutting. We agreed.

The mathematicians thought about the problem. We had 2 cakes. We needed 16 pieces from each cake. The pieces must be the same size. First, we talked about the shape of the cake.

  • Patrick “The cake is a rectangle. Two sides are the same length, two sides shorter and two sides longer.”
  • Eunice “We draw rectangles because we have to think about how to cut it.”

  • Euijin “We draw 16 pieces.”
  • Kenan “We need to draw the 16 people. We have to make two 16’s.
  • Joon “It is 16 pieces.”

  • Patrick “We are erasing and fixing the pieces to make it right. When you don’t get it correct, you need to erase and try again.”
  • Noah “We are sharing our drawings.”

  • Doho “We draw and we show them.”
  • Sean “We can cut the cake 2 ways.”
  • Doho “We cut the cake.”

  • Eunice “We put the cream.”
  • Patrick “The cake looks like pancakes or cheesecake.”
  • Euijin “The cream cheese.”
  • Eunice “It’s almond cream.”
  • Patrick “It is sugar cream.”
  • Allen “I think this cream is white chocolate.”
  • Doho “Very YUM!”

 Student Learning Outcomes: Number Sense

– fractions are ways of representing whole-part relationships

How many triangles can you find?

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A shape puzzle was presented to the class during Morning Meeting.

The mathematicians were invited to find as many triangles within the shape puzzle. First, we used card to draw and cut out the triangle puzzle.

Then, the mathematicians played with the pieces to find as many triangular shapes as they can. Manipulating the different pieces allowed them to think of a range of combinations.

Then, we used the image to draw out the different triangles.

The mathematicians found 17 triangles!

We wonder how many YOU can find!

Approaches to Learning (ATL’s) 

  • observe carefully
  • record observations—drawing
  • make thinking visible

Organising the Shed: Sorting and Data Collection  

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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

Proposals to Ms. Jacqui

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Different teams have been working together to make changes to the Early Years Playground. They have been conducting their research to look for ways to organise the play areas to make them safe and functional.

The ‘Shed Project’ team had received samples of the hooks for the pegboards.

They checked the height of the pegboards and tested the hooks to see which ones were most suitable.

Doho, Sean, Kenan and Eunice were ready to share what they leaned. They presented their ideas to the class and Ms. Jacqui.

Kenan liked all the hooks but decided that the circular ones were the least useful as they were too big and the tools fell through them.

Doho, Sean and Eunice also preferred the long straight hooks as you could hang more tools on them.

Ms. Jacqui was very happy to see the curved edges on the hooks as they were safer for the children.

We noticed that the children used a range of mathematical vocabulary; bigger, longer, shorter, to express their ideas about measurement.

The class gave them some feedback on the different ways the toys could be hung up.

Ms. Jacqui “How many tools do we have and how many hooks will we need? We don’t want to buy too many, we just want to get what we need.”

  • Tracey “We can count them!”

Tracey explained that the pegboards could not be mounted higher as the younger children have to be able to reach the tools.

Next, the team will work together to decide how many hooks we need to order for the shed. Then, they will need to put in a purchase order to buy the hooks. Ms. Jacqui suggested that they ask Mr. Jamie, the Grade 4 teacher to help them attach the hooks as he has a drill.

 

Next, we presented the proposal for the ‘Bike Park’. The children explained the reason for the yellow lines on the floor. We asked Ms. Jacqui if we can paint the floor. Ms. Jacqui agreed that the emergency exits, and walkway should always be clear.

Ms. Jacqui thought about the idea of painting the ground. She wondered if there were other ways to let people know that it was a ‘NO PARKING’ area.

  • Kenan “We can put a ‘NO Parking’ sign!”.
  • Mason “Put and red X on the floor!”

These were all great suggestions.

Next, the children explained the arrows in the parking area. They worked hard to convince Ms. Jacqui that their proposals will help the riders park and ride the bikes safely and quickly.

Ms. Jacqui “Instead of just painting it right away, what else can we try first?”

  • Tracey “We can put a sticker!, We can test it first!”

The children had many different ideas to communicate the message. We will begin to ‘test’ some of the suggestions to see how they work before asking for the floor to be painted.

We noticed how the children shared their thinking, providing examples to convince others of their ideas. We noticed the children listening to each other, building on each other’s ideas to find ways to solve problems and look for the best solutions. We look forward to our next steps in making the Early Years Playground more exciting, organised and safe.  

The Bike Project – Research Groups

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Our Bike project continues, with children leading research projects to help them make the best decisions for their outdoor space.

 

Name for the Parking Spot: Conducting a Survey

from our brainstorm on the different A group of mathematicians interviewed the Early Years community to find out their preference for the name of the parking spot. The two choices were BIKE PARK or BIKE GARAGE.

The team used tally marks to record the data on the survey.  

Then they worked together to calculate the total for each choice.

Through their research they learned that more people preferred the name ‘BIKE PARK’!

 

NO PARKING area: Field Visit

The children wanted to find a way to create a ‘No Parking’ area near the emergency exit. We know the school has many NO PARKING areas and areas where you can park. Noah went on a field visit to learn more.

  • What do we notice in the parking spaces?
  • How is the space organised?

Noah created a video to share what he learned from his research. We wonder how we might use these ideas to help us organise the tricycle park.

  

Signs and Messages:

Another team of researchers brainstormed ideas for the signs. They began by looking for signs around the Early Years Centre.

  • What materials are signs made of?
  • How are colours, shapes and words used to share messages?
  • What messages and actions do they communicate to people?

They used the iPads to record their observations and brought photographs back to the team.

The researchers discussed their observations while Ms. Eileen documented key points on chart paper. 

The team decided that ‘plastic’ would not be an appropriate material to use as they didn’t know how to make plastic.

They didn’t want to buy plastic from the shop as it was their own project. They wanted to make the sign all by themselves.

 

‘Paper’ and ‘card’ were not the best materials for the signs as it breaks and tears easily.

Although card is stronger, it will get wet when it rains as the signs will be outdoors.

 

Yet another choice were ‘stickers’. They may last longer and are waterproof, but they might come off after a while.

The team decided that stickers were not a suitable choice either.

 

They noticed that the ‘wood’ was very strong and wouldn’t rip. If they used thicker wood, it would make the sign stronger.

The team decided that wood would be the perfect material for the signs.

They wondered if someone used stone to carve the wood, or fire to draw the sign. They decided that their next step would be to meet Ms. Jo and Mr. Danny to ask them more about the sign. Other ideas the team would consider:

  • How big does the sign need to be?
  • Where will the sign be placed?
  • How will it be fitted safely?

The team wondered how they might use what they have learned about traffic rules, signs and important messages in their own planning.

We look forward to our next steps as we begin to use what we have learned to organise the ‘BIKE PARK’.

Organising the Bikes

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Two photographs of the bikes in the Early Years playground were presented to the class.

What do you notice?

The children looked carefully at the bikes and shared their observations.

They noticed that:

  • The bikes are squished and people might bump into each other when they ride.
  • They might break the bikes when they try to get them out.
  • The bikes are parked all over, (messy) and it is hard to move the bikes out when needed.
  • Some of the accessories for the bikes are not put away safely.
  • People can bump into the exit doors because there is no space to ride them.
  • The bikes are blocking the fire exit and people might fall over the bikes when trying to get out in a hurry.

The children suggested that we:

  • Make big signs to tell people what to do.
    • ‘Park the bikes straight’
    • ‘NO bikes in the water and sand’
    • ‘NO Parking’ sign near the emergency exit.
  • Add lines to show the no parking area.
  • Make a list of all the things we need to fix on the bikes.
  • Conduct a survey to find the most suitable name for the park. The two choices are BIKE PARK and BIKE GARAGE.

Next Steps… 

Creating A 3-Dimensional Map

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We began to plan Bee-Bots map. The children revisited their initial ideas to help them make decisions. 

What do we need to consider when we make a map?

We began by thinking about the width of the road. How wide will the road need to be?

What will Bee-Bot need on the map?

How can we use directions to describe position and motion of an object?

We brainstormed ideas, considered different perspectives and began to think of ways to document our plans.

Then, a group of children began to create a map. First, they suggested ideas and made decisions about the location of different spaces and places on the map. They wanted an airport, cinema, garden, hospital, bridge and traffic lights. We noticed how the children listened to each other, considered ideas and collaborated with the goal ‘to make a map for Bee-Bot’.  

The team gathered the materials they needed for the project and used design and creative tools safely to create the map on a large piece of cardboard.

Two teams have completed making a city for Bee-Bot. Throughout the process they considered different perspectives, and challenged and justified ideas to make a city that Bee-Bot would like to live in. The children explored different materials and tools to construct the structures they needed, recycling and reimagining a new purpose for a range of plastic and paper products.

The teams were ready to test the Bee-Bot. They gathered to learn how to programme it. Ms. Jo has given the children some feedback and information that they will use to make a plan for their next step.

TASK: Estimate the distance of ONE Bee-Bot step.

They will need to explore direction, measurement, functions and purpose to plan an exciting and safe journey for the robot.

Approaches to Learning (ATL’s)

  • listen actively and respectfully to others’ ideas and listen to information
  • participate in conversations
  • negotiate ideas and knowledge with peers and teachers
  • share responsibility for decision-making
  • use strategies to problem-solve

Shape Hunt

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  • What shapes do we see around us?
  • What attributes can we use to describe them?
  • How are they the same?
  • How are they different?

We began by documenting the shapes we see around the classroom. 

We watched a video that highlighted hidden shapes in the environment.

The mathematicians went on a shape hunt to notice and draw the shapes on paper. We noticed that the children first drew the most common shapes; circles, squares, triangles and rectangles. Then, they noticed other shapes such as ovals, trapezoids and hexagons.

A few students noticed 3 dimensional shapes but wondered how they could represent them on paper. 

Next, the mathematicians took photographs of the different objects to draw and describe the shapes they see. They posted their observations on Seesaw.

Recognising and understanding the characteristics of different shapes builds visual and spatial skills. Shapes help us categorise and describe objects around us. They are important building blocks for geometry and many careers like engineering and architecture.

This exploration encouraged the mathematicians to identify, describe and compare shapes.

Measuring with Unit Cubes

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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

Splat!

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What is SPLAT?

The ‘SPLAT’ math activity is a great way to talk about number. Essentially, a set of dots are shown using manipulatives or a screen. A “splat” or blob covers some of the dots. Then question is:

“How many dots have been covered by the splat?”

The mathematicians used what they know about number relationships to solve the problem. Exploring some of the thinking and reasoning led to creating equations. Finally, the children created their own class ‘SPLAT’ book.

Base 10 Value System

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In Kindergarten, we have been exploring numbers in different ways through games and explorations at different centers. We offered the children a provocation to start a conversation about number.

How can we show 16?

Some of the children put their ideas down on the whiteboard. We discussed the ideas and pictures they shared.

Then, we introduced the children to a place value mat. The base 10 value system is used to represent numbers and number relationships.

As we rolled the dice, we began to count and add ones onto the mat. When we reached 10 ones (or units), we regrouped them to make a ten! We continued with the game as we practiced grouping the ones to make tens.

We will continue to use the base 10 value system to represent numbers and explore number relationships.

Seasons – Data Collection

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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
  • recording data on simple graphs
  • explaining data using simple comparative language

Changes – Ice

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Patrick came rushing into the classroom to show the teachers a piece of ice.

He shared his theories about the changes water goes through as the weather and temperature change. He made reference to the chart the class maintained on the daily temperature, explaining that the weather must have been ‘0’ degrees the night before.

Noticing the children’s interest in the thin strips of ice in the playground, we decided to read a book about ‘Ice’. The images showed how ice forms everywhere, on houses, on roads, even on street signs! 

 

The children shared their thinking about the detailed photographs, making connections to their personal experiences as the reading progressed. While reading, the children visualised as they read to determine cause-and-effect relationships. At the end of the read aloud, the teacher asked the children to consider which of the seasons is their favourite.

A group of children conducted a survey to gather data on everyone’s preferred season and ‘WHY’. We wonder what the children will learn from their research!   

Measurement – Weight (mass)

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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.  

Mosaics

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Noticing the children’s interest in symmetry, patterns and designs, we invited the children to use their creative minds to design and create with pattern blocks. The mosaic artists began to gather around the table, exploring the materials and carefully choosing the shapes and colours to create beautiful designs.

We noticed that many of the designs were symmetrical. The mosaic artists also created images of familiar objects and animals. When creating art, the artists were making choices to construct meaning about the world around them. Their experiences and imagination inspired them to create. When their designs were complete, the artists placed their names next to their designs and documented their creative art.

Some pieces were independent projects and others were created in collaboration with others. We noticed that the children found joy in creating, learning and expressing themselves while working on their designs. They are learning that the creative process involves joining in, exploring and taking risks. The mosaic artists worked diligently, taking responsibility for the care of tools and materials.

Our observations of the children’s work show us how interested they are in colours, shapes, patterns and designs as an art form. We know that their artwork has meaning. We know their creations are inspired by their curiosity in the world around them. We look forward to offering the children experiences that allow them to explore their creativity further.  

Maps and Storytelling

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We noticed the interest the children showed in acting out, creating and sharing different versions of ‘Rosie’s Walk’. They worked with Ms. Heidi to retell the story, using what they know about maps and positional language to show movement. Back in the classroom, some students even created their own maps!

The teachers decided to invite the children to create their own stories and maps. Four groups were created, offering children an opportunity to work with mixed groups. First, the groups discussed their ideas. Then, the children had to decide on the characters. This step was a challenge as each child had their own ideas. Through negotiation and conversation, they were able to decide which 2 characters will be part of the story.

Next, the children considered the different places (setting) the story will happen. They had to look for ways to connect different ideas to make one story. We observed the children listening and considering ideas put forward by the group. After discussing their ideas, the children began to draw on a large piece of paper.   During this step of the process, we noticed how some groups needed to pause, and take time to speak to others about the way they documented their ideas on paper. We noticed how the children managed their frustrations as they worked together on one paper. This can be a challenge as once something has been drawn, it could not be removed. Throughout the task, the children practiced their social skills, listening, considering, sharing, and working towards a shared idea.

The storytellers decided on the sequence of the story, making choices about the way the story will flow. They revisited the vocabulary that could help them show ‘how’ the characters move and act throughout the story. They used a chart to record this information.

As the children worked together, we noticed how they used the vocabulary to decide direction, position and moment.

Next, each group will decide how the story could be shared with the other groups, or the community.

Research into Patterns: Patterns in Nature

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We have been creating patterns with shapes, colours, sounds, actions and movement. As the children have shown a keen interest in nature, we decided to go outdoors to look for patterns in nature.

First, we looked for patterns on leaves and in flowers. The children noticed squiggly lines on leaves, and circles and dots on the flowers.

We thought about the different ways we can document what we noticed. We used pictures and labels to document our observations.Then, we went outdoors to look for other patterns. The children took their clipboards with paper, thin tip markers for writing and iPads to take photos. They used shapes, lines and patterns to record their observations.

The children began to notice relationships and patterns, and shared their ideas with others.

The video shares our learning journey, including the photographs the children took and the notes they made of their observations.

We wonder how we might use what we know about groups and categories to help us sort and organise our information. We wonder how we might share what we learned with others.

Our learning continues….   

Research Skills

  • Gather information from a variety of sources.
  • Use all senses to observe and notice details.
  • Record observations—drawing, using emergent writing skills.
  • Notice relationships and patterns.

Sorting by Attributes

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Distance Learning Provocations

Focus: Mathematics, Research Skills and Self-management Skills.

We have been exploring objects around us, and finding ways in which we can identify, compare and describe their attributes. Click here to watch the video

After watching the video, explore your own environment to find objects that you can compare, sort and organise in different ways.

How many different examples can you share?

1 2 3 … 6