The Shape Test

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

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

The team wondered:

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

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

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

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

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

 

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

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

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

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

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

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

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

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

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

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

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

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

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

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

How to make Banana Cookies!

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

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

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

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

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

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

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

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

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

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

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

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

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

 

Hot and Cold!

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

Causation & Change – Temperature

Sharing observations and theories…

  • Oliver “This is ice. I found it in the water, and I throw it but it didn’t break. I turned it into little pieces by punching it. There was because it was a cold day, it’s because it’s going to be snowing I think, because there is ice. I feel it’s very cold without my gloves on. In my country Germany, it’s now very very cold. It’s snowing.”
  • Teacher “But in my country Sri Lanka, now its warm. What do you think about that?”
  • Oliver “I don’t know.”
  • Eli “I think it’s because the sun is there and the moon is there and the planet is turning slowly. Because the planet is turning so places, some are cold and some are how.”
  • Teacher “What about in Australia?”
  • Eli “In Australia it is hot too. Because when I was on the trip it was hot. I go outside and I see the sun is up and it’s very warm.”
  • Oliver “But Thailand was near Australia so it was hot. But the first day in Thailand I was sweating. I think it’s also closer to the sun. But if the moon is gone then there would be not so much waves. On a video, I saw that. The moon is just blowing the waves.”

What happens to the fish when the water freezes?

  • Eunbyul “If the outside is cold, the outside is ice and fish water is freezing. I can help him.”
  • Motong “The fish are very cold.”
  • Liz “I think fish died because its so cold. Fish in the water is so cold and fish in the water not moving.”
  • Morning “The fish are too cold and they are hiding in their home in the rock.”
  • Wyatt “It’s cold, fish not moving to the water.”
  • Yui “The fish are not moving (in Mandarin).”
  • Oxford “I think ice in the water. Fish can’t move in the ice.”
  • Jeongyoon “I think fish will die.”
  • Oliver “At home when its not snowing Oskar just catches some frogs and puts them in the water and then its cold and icy and the frogs freeze and I can see lines coming out of the frogs and then they are not moving. They freeze. I think the fish are also frozen.”
  • Eli “I think fish are not moving and then fish are died. One time I find water and it was all ice in it and I hit and it comes out a flower shape and one time I find ice and I tried to walk on it. It was frozen.”
  • Motong “The fish will frozen and cold. They fish are not moving.”
  • Lydia “Fish in there is not moving.”
  • Oxford “The fish is too small and ice is too big. He can’t break the ice because he is too small. He can move in the water. He can’t break the ice.”
  • Oliver “I melt the ice one layer and then I can see some water and I put one ice on top of it and wait for 20 seconds and it connected when I put it upside down. And then it freeze together.”
  • Motong “When the water cold and the water will be ice the fish was very cold.”
  • Eli “I think if we get a shovel and smash the water and the water will break.”
  • Oliver “If you take a shovel and break the ice you might break the fish. Just make the ice very hot and the ice will melt and the it will turn the ice to water and the fish will be happy again. I think the water is -4. Its because my mummy said its -4 cold so I think the ice is also -4 cold. Just take the gloves out and check it to see.”

Ms. Elieen showed the children the digital thermometer.

  • Oliver “That one but its for the ears.”

We decided to see if we could use it to check the temperature at the pond.

 

A group of researchers went to see what more they could learn about the pond.

At first, they were sad to see the motionless fish. But then, they noticed some fish swimming in the pond! They began to share their theories, tested the temperature of the ice and looked for ways to help the fish. They shared their ideas about the impact of the temperature on the water and the living things in the pond.

They listened to each other, sharing their prior knowledge and making new connections as a result of what they experienced.

On their return to class, the team documented their ideas on paper.

They shared their learning story with their friends, presenting the chart paper and the video story.

Can you make a paper airplane?

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

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

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

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

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

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

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

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

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

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

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

The Paper Airplanes

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

The children followed the instructions to make the paper airplane.

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

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

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

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

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

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

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

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

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

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

How would we know which plane went the furthest?

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

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

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

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

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

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

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

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

Proposals to Ms. Jacqui

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. JacquiHow 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 Early Years Florists

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

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

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

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

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

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

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

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

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

Measuring with Unit Cubes

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

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

Image: Math at Home

What do you notice about the spoons?

How are they the same or different?

The children noticed that:

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

 

How can we tell how long they are?

What can we use to measure them?

What do we need to remember when we measure objects?

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

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

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

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

Learning Outcomes: Measurement

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

Changes – Ice

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)

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.  

What does it mean to estimate?

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

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

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

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

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

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

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

We needed 22 dice to go around the rectangle!

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

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

Structural Engineering

“We ask ourselves what materials we could introduce that would take the children’s research further.” Anna Rainieri #reggiochildren

The loose parts table was set up as a structural design space. The provocation invited the children to create tall structures.  

As the children moved through the space, they began to add blocks on the cork-boards. On the second day, a group of children began to design and build with purpose. They engaged in conversation as they created their models. @O was inspired by the image of the Great Wall of China. She looked closely at the image, noticing the different shapes and sizes of cubes as she carefully placed the blocks on her structure. She explored concepts of balance, size, space and beauty.

Two other children joined in to explore the materials. @A used his imagination to create his own structure, using a range of loose parts for his design. He first placed the cubes on the outer edges of the cork-board.

Then, @A began to add the walls within. He chose several loose parts with intention, placing them carefully on his structure. He continued to talk to his friends as he worked on his structure. Finally, he included a label with his name to communicate ownership.@T worked carefully and intently. She asked if she could add shells to her design. She balanced small cubes and shells on her structure. Every addition was included thoughtfully. She then used a piece of recycled paper to write her name and placed it next to her structure. She beamed with pride at her engineering.

The different creations presented were unique and revealed each child’s creativity and research. Together, they explored concepts of shape, measurement, balance, size, structure, design, architecture and aesthetic beauty. Their work together called for focus, care and collaboration. We wonder how the children might continue to explore these concepts and skills further.

Design- Making: Through this experience, the children were:

  • Choosing and using materials with intention
  • Using trial and error to make changes, solving problems, and incorporating new ideas from self or others

Design Challenge – Obstacles and Prototypes

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

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

Challenges and Obstacles:

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

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

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

Conceptual Understandings:

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

– designs grow out of natural curiosity 

Fractions and Measurement

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

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

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

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

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

Our next inquiry was into measurement.

How might we measure different objects?

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

Length and Height

MASS

VOLUME

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

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

Big Ideas:

Number Sense

  • that fractions are ways of representing whole-part relationships

Measurement

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

Design Challenge – The SNOOP Family Home

The Brief:

Your task is to PLAN and then use any type of Lego or any other building material to CREATE a home for the SNOOP family. They have made a list of requirements. Think of how you might design and create a strong, safe and beautiful home for them.

The home:

  • should be 2 floors high (don’t forget the staircase!)
  • each floor should have 2 rooms
  • will need a chimney as they want a fireplace
  • must have lots of windows to let the cool breeze in
  • should have a beautiful garden with two big trees
  • should include an outdoor kennel for the their pet dog ‘Woof’
  • must have a two-door garage to park their two cars
  • an outdoor pool

1) Make a PLAN on paper.

2) Use building materials to CREATE the structure. Make sure you think of ALL the requirements to make a safe, strong and beautiful home.

What do we need to know about building structures?

We watched ‘Look at That Building!: A First Book of Structures‘ by Scot Ritchie. 

This wonderful picture book introduces young learners to basic construction concepts through the eyes of five friends keen on building a doghouse for their pet pooch, Max. Many important concepts, and vocabulary are explored through this simple picture book. 

Snoop Family Home Designs and Final Structures

 

Area and Perimeter

How can we measure the perimeter of different objects? What is area?

We know that objects have attributes that can be measured using appropriate tools.

First, we watched two BrainPop Movies to learn more about Area and Perimeter

Then, we used Lego to explore this further, sharing different examples of how perimeter and area can be calculated. 

Next, we used virtual colour tiles to calculate the area of a shape.

Tower Challenge!

Explore materials and their properties to build the Tallest Tower!

TASK:

1. Watch the video for instructions.

You will need:

  • 50 toothpicks
  • a material that can hold the toothpicks together (suggestions: tape, clay, play dough)

2. Design and build your tower

3. Measure your tower in centimeters (cms)

4. Reflect:

  • on what you did (the design of your structure)
  • on what you learned about the materials and structure

 

What we learned…

Double and Half

What is double, what is half?

We began by brainstorming what we already know about double and half.

Then, the students looked for examples of double and half in their environment.

Big Ideas:

  • fractions are ways of representing whole-part relationships
  • number operations can be modeled in a variety of ways

Thinking Skills, Communication Skills:

  • share strategies and ideas
  • understand and use mathematical notation and other symbols

The Role of Estimation in Measurement

Why do we estimate?

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

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

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

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

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

The students began to share their ideas.

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

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

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

 

The students shared their estimates.

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

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

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

How tall is the tower?

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

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

The students explained their thinking.

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

Our journey continues…

The Ramp

We gathered to think about a MATH provocation.

  • How might we solve this problem?
  • What strategies can we use?
  • What tools would we need?
  • What would be the first step?
  • How can we use pictures, numbers or models to solve math problems?

We worked through the task together and recorded our thinking in our Math Journals.

We thought about the different tools we would need to solve our problem. The students discussed their thinking and worked through their task using math vocabulary related to number, measurement and data-handling.

Next, they worked on creating and testing their own ramp. They needed to work in teams, solving problems and negotiating ideas.

The students thought about the materials they would need, the height and placement of the ramps as well as the objects they would test.

Then, they recorded their data on a table and discussed and shared a question they could ask about the data they collected.

Through this experience the students had opportunities to:

  • conduct research
  • work as a team
  • think
  • cooperate
  • listen
  • persevere
  • problem solve
  • have fun and celebrate learning together!

The Scale

Why do we need a scale?

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

Why should all the groups use the same scale?

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

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

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

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

The Case of the Gummy Bears

Elena gifted Ms. Shemo a pack of Gummy Bears because Ms. Shemo likes to eat them. However, there were too many Gummy Bears for one person!! 

Ms. Shemo said we can share the bears if we can estimate, measure and use what we have learned in Math to solve the problems she provided. The students agreed. 

First, we estimated how heavy the packet of Gummy Bears were. Each student shared their best guess. 

We needed to compare the weight of another object to see if we can improve on our estimation. 

We weighed a pencil. It was 4 grams. The students held the two objects in their hands to compare the weight of each object. 

Then, they decided to change their initial estimate (blue) and shared a new estimate (red). 

Then, we weighed 1 bear. 

It was 2 grams, 3 bears were 7 grams and 5 bears were 10 grams. 

Next, we weighed ALL the bears in the packet. They weighed 200 grams!!! Steve had the closest estimate (150g) 

We wondered how many bears were in the pack. 

We estimated how many bears there might be. The students agreed that if 1 bear was 2grams, then 200grams would be 100 bears. 

If this was so, the students decided that they will share the bears equally:

  • each student (17) will get 5 bears
  • each teacher (3) will get 5 bears​ 

Unfortunately, there were ONLY 90 bears! 

We had to rethink our plan.

After much discussion and problem-solving (+, x, ÷), the students agreed on the following:

  • each student will get 4 bears
  • Mr. Mike, Mr. Matt, Ms. Shemo, Ms. Jennie and Ms. Cindy (as she helped us with the memory book) will get 4 bears each
  • Mr. Snyder will get 2 bears

The students were happy to chew on their yummy treat after all the thinking and problem-solving they had done! 

Exploring Fractions

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

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

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

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

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

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

Then, we wondered what we know about equivalent fractions

We watched another video on BrainPopJr. to learn more. 

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

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

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

Creating a Floor Plan

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

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

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

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

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

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

The Project Plan

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

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

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

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

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

The Project Plans 

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

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

  • position can be represented by coordinates on a grid

Approaches to Learning:

Communication Skills/ Research Skills:

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

Social/ Self-management Skills:

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

Thinking Skills:

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

The Community Garden Plot Project

24 March 2021

We have been using manipulatives to explore measurement. We have been measuring the Perimeter and Area of different shapes. 

Mr. Danny, the Activities Director needed some help. He asked the students if they could create a map of the ‘Community Garden Plots‘.

We began by brainstorming what we already know about maps. We documented our thinking and ideas on chart paper. 

Next, we thought about the map of the ‘Community Garden’.

  • What should it include? 
  • What would we NEED to create the map?

The students wrote down their ideas. They shared their ideas with each other.  

A plan was beginning to unfold. 

Then, we went to the garden to take a closer look at the garden plots.

  • What else do we need to think about?
  • What steps do we need to take to complete the task?

The students continued to document their ideas on paper. They discussed their ideas with each other. 

What skills would we need to complete the task? The students shared their thinking. 

(Developing the Approaches to Learning​)

  • Kavel “You have to manage yourself. I think we should use thinking skills because we need to think how we need to measure the right proper way. We need to put the tool on the ‘0’ or it will be the wrong measurement.” 
  • Carlotta “You use thinking skills, to think about how you are going to measure things. You also need to use your social skills because you are already measuring one thing then you got to tell other people that they should not measure again.”
  • Chanwoong “We use communication skills because we all have different ideas so we have to communicate ourselves. We also need research skills because we have to ask questions about it and we have to gather and research the information on the garden.”
  • Reg: “You have to use your communication skills when you have already done a task you have tell others you have already done it. We also have to use Math skills because when we make the plot when we make the area around the garden plots, the perimeter, so we know the area of the plots. It will help us when we make the map. Like 1 meter of it can be like 30 or 20 cms.”
  • Hannah “You will need to use your mathematical skills, to write down the things like ideas and then count because we need to count how many plots.”
  • Sky “We need to count, because we need to know how many of the trees, pots and plots we need to draw on the paper. We need thinking skills because if we don’t think and we just say its like 2 cms (estimate) then we will get the wrong answer. If you measure it correctly then you will get the right answer. We need to be mathematicians because we need to add all the meters and cms. together. If you don’t you will have the wrong answer. ” 
  • Stella “We need Math skills, because you need to make a map you still need to think of math. 
  • Changhyeong “We need thinking skills because we need many ways to measure the ground.”

 

24 March 2021

Over the last few weeks, the students have been collaborating in their groups to plan how they will create the map of the ‘Community Garden’ at NIS.

We created a table to list the materials we will need to complete the task. Students populated the table based on the needs of their individual group.

Next, we sourced the materials from the resource room.

Then, we went out with our tools and resources to begin measuring. The students had to decide how they will manage their task and document their learning. Through this experience, the students have many opportunities to use the skills and knowledge, for an authentic purpose.

We wonder what our next steps would be….

Area and Perimeter

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

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

Calculating Perimeter 

Square Units

Calculating Area

Calculating Area in Meters 

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

TASK 1:

TASK 2:

Shapes in our Environment

We have been exploring geometric shapes and using associated vocabulary to help us represent and describe objects in real-world situations. We have been wondering how shapes can be transformed in different ways.

The students were invited to go on a shape scavenger hunt. During the task they have been identifying, naming, drawing and documenting the shapes in our environment. 

TASK: Shape Scavenger Hunt

They created a table to record the number of edges, vertices and faces of 3D shapes.

Students determined a line of symmetry and rotational symmetry of a 2D shape by folding and rotating paper shapes.

  • Line of symmetry – A line that divides a 2D into halves that match when folded.
  • Rotational Symmetry – When a shape can fit on itself exactly when turned.

The students showed a desire to create their own 3D shapes. The students were presented with the next task which invited them to manipulate, shape and explore a variety of materials to create their own 3D shapes. 

During the task the students were encouraged to investigate:

  • if changing the position of a shape alters its properties
  • how specific vocabulary can be used to describe an object’s position in space

TASK: Creating 3D Shapes

Next, we wondered how we might find the right angles in shapes and objects. How might we create angles with our bodies? A demonstration was recorded pictorially. The students made their own ‘right angle finder’ by tracing, cutting and folding a circle. 

TASK: A Right Angle Scavenger Hunt! 

We continued to add to our vocabulary wall as the students used additional Mathematical vocabulary.

The Newspaper Challenge

The students worked in groups to create a structure with newspaper. They first planned and tested the materials and then reviewed their plan before building the structure. They had to built the newspaper structure within 30 minutes. 

  • Let’s make a triangle. (Sky)
  • It’s tilting. (Carlotta)
  • Let’s stick this together. (Sky)
  • Everybody working so good so fast. (Carlotta)
  • Don’t stick here because…(Hannah)
  • This is so hard. We can do this! Come on team! (Reggie)
  • If we don’t do win this, it’s ok. At least we do this. (Elena)
  • The small one or big one? (Kavel)
  • We can make a hole then put more stick in. (Sky)
  • This is smart! (*responding to Sky’s idea) (Reggie)
  • I know why it’s always falling. Let’s tape this first. (Carlotta)
  • That’s good. (Elena)
  • We need to cut this smaller. (Carlotta)
  • I got 16 tape out. (Stella)
  • We are not ready. It’s still tilting! (Carlotta)
  • It keeps on falling. (Elena)
  • No more cylinder! (Kavel)
  • Can someone hold this area? (Reggie)
  • Good job! You make more to have stable bottom. (Carlotta)
  • More stand under here.
  • We are changing ideas. (Reggie)

The next day, the students were tasked with discussing and documenting their learning during the activity.

They needed to: –

  • introduce the team
  • share what was done (process)
  • reflect on the problems and solutions
  • explain what was learned
  • develop plans for next time

We wonder what we might do next…

Storytellers in the Community

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Here are a few published books:

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

Our Learning Story continues…

Line Plots

Displaying Data on Line Plots

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

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

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

Making Line Plots from Measured Data:

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

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

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

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

Line Plots


Line Plot Activity PDF

Measurement – Length, Width, Height

What do you know about Measurement?

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

Vocabulary

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

Cuisenaire MATHS Activity

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

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

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

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

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

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

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

Through these experiences the students were able to:

Thinking Skills:

Analysing

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

Research Skills:

Formulating and planning

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

Data gathering and recording

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

Evaluating and communicating

  • Present information in a variety of formats and platforms.

Communication Skills:

Listening:

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

Interpreting: Interpret visual and oral communication.

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

Writing:

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

Self-management Skills:

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

Doubles and Halves

What is double, what is half?

The students went on a number exploration to create examples of doubles and halves.

TASK

  1. Find examples of double and half in the classroom.
  2. Take a picture of your example.
  3. Post 10 examples of double and half on Seesaw. 1 example on each page.
  4. Use pictures (draw), numbers and words to justify your image.

They used their iPads to collect evidence. They took photographs, made notes and shared their examples.

We watched a BrainPop video on Doubles

The students explore how halving is the inverse of doubling. The students continue to document and practice their doubles and near doubles facts. They are encouraged to apply these understandings when solving Maths problems.

Thinking Skills, Communication Skills

  • share strategies and ideas
  • listen to instructions
  • understand and use mathematical notation and other symbols

Self-management Skills:

  • follow instructions in order to complete a task .
  • manage time and tasks effectively

Telling Time

What do you know about time?

The students shared their thinking. We documented what we already know on chart paper.

Vocabulary

This is our schedule for Tuesday. The schedule helps us plan, guides our daily activities and reminds us of what is happening throughout the day.

We are learning to:

  • read the time to five minutes on a digital and analogue clock
  • name the days of the week, months and seasons in order
  • use a calendar to determine dates
  • solve real life problems involving time

How does time impact the decisions you make? We wonder…

Rounding

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

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

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

We all agreed on the answer. 

There are about 60 dice in the glass jar!

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

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

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

Maths Provocation: Jimmy’s Ramp

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

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

I wonder…

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

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

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

How could you get started?

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

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

4) Follow Up:

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

5) Record your data on a table.

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

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

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

Sample Student Questions:

we wonder what YOUR ramps might look like…

Measurement – Size, Height & Length

Online Learning

Focus: Thinking Skills, Research Skills, Communication Skills

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

What do you notice? What do you wonder?

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

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

Balancing

Online Learning

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

How heavy is the 🍎 apple?

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

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

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

How might we make our own balancing scale?

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

Materials Needed:

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

Steps:

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

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

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

Paper Helicopter

Online Learning

Focus: Self-management Skills, Communication Skills

Task: Make a Paper Helicopter

Follow the instructions in the video to make a paper helicopter.

This task will encourage your child to:
observe carefully
follow instructions in sequence to complete a task
develop small muscles in the hand
problem-solve
be patient
They will need to measure, draw lines, cut on a line and fold paper.

Challenge:
– Make a target on the floor using chalk, paper, or tape.
– Decide how many points each area of your target is worth.
– Play with a partner, take turns to see who scores the most points!

Exploring Shadows

Online Learning

Focus: Research Skills, Communication Skills

Can you guess what I noticed while walking around my neighbourhood?

Can you guess what I found in my house?

Have a look at this video. What happened over time?

I wonder…

  • What is a shadow?
  • How does a shadow change?
  • What types of shadows can you make?
  • What are some ways you can change the shape of a shadow?
  • How can we make a shadow bigger, smaller, longer or shorter?
  • How can we make a shadow disappear? 

What do see in these photographs?

  • I wonder what shadows you can make…
  • I wonder what shadows you might choose to trace…

Here is a picture book about shadows

‘Show Me a Shadow’ click HERE to read it.

  • You might want to share a picture of your favourite shadow.
  • You might want to share a picture of your shadow drawing.

Bruce the Shadow Maker: When the sun went down, Bruce and his mum tried to create several shadows, following Ms. Heidi’s examples. The rabbit and the dog were a little harder to create. Bruce likes his own shadow the most! Here are a few of their other creations! 

Approaches to Learning (ATL’s) 

  • observe carefully
  • test ideas
  • draw conclusions
  • record observations—drawing, oral
  • notice relationships
  • express oneself using words and sentences
  • use mark-marking to convey meaning
  • demonstrate persistence in tasks

Pancakes, Pancakes!

Online Learning

Focus: Self-management Skills, Communication Skills

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

Other benefits include:

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

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

Don’t forget to wash your hands!!

‘Wash Your Hands’ Click HERE to read it.

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

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

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

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

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

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

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

Stir, Sift, Slice’ Click HERE to read!

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

Leaves

Online Learning

Focus: Thinking Skills, Communication Skills

Mathematical Concepts: Similarities and Differences, Pattern, Symmetry, Shape and Measurement  

  • What do you see in the world around you?
  • How might we use these materials and natural resources to express our creativity and thinking?

Let’s go on a nature walk to see what we can learn… 

The story ‘Leaf Man‘ by Lois Ehlert will be shared in this video story. 

  • What do you notice about the leaves? 
  • How are they the same? How are they different

You can choose to do any (or all) of the following with your leaves:

  • Create your own leaf man. Tell us about your creation. 
  • Draw a leaf (or leaves). Remember to observe and document like a scientist, details are important.
  • Measure a leaf. Use different materials such as bottle caps, Lego or stones to measure the length or size of your leaf.
  • Sort the leaves into groups. How will you organise your groups? By shape? colour? size? 

 

Jiwon had a great idea. She decided to create her own pictures using leaves. She chose different coloured paper to draw the leaves. The leaves had different shapes. She was mindful of how she held the pair of scissors as she cut out her shapes carefully.

Leming went on a leaf hunt. He found many different leaves. They were different in colour AND in shape!

Approaches to Learning (ATL’s)

  • Observe carefully.
  • Sort and Organize information.
  • Record observations—drawing, charting, tallying
  • Notice relationships and patterns.
  • Present information in a variety of modalities.
  • Express oneself using words and sentences.
  • Use mark-marking to convey meaning.
  • Demonstrate persistence in tasks.

Play Dough

Online Learning

Focus: Self-management Skills, Research Skills

Make play dough with your family. Post a picture of something you created with your play dough!

Recipe: PLAY DOUGH🌈

👉🏼YOU’LL NEED:

  • 1 cup flour
  • 1/2 cup table salt
  • 2 tbsp cream of tartar
  • 1 tbsp oil
  • 1 cup boiling water
  • Food colouring

👉🏼INSTRUCTIONS:

  1. Combine the flour, salt and cream or tart. Mix well.
  2. Add the oil
  3. Mix a few drops of food colouring into the boiling water and add to the bowl.
  4. Mix everything very well and massage with your hand until it is no longer sticky.

💡Storage: Wait for the play dough to cool completely. Wrap in plastic and place in an airtight container. Store at room temperature for up to 6 months.

………..

Felix and his family decided to make play dough. Here are the ingredients and equipment they needed. They didn’t use cream of tartar. Instead, they used citric acid.

Felix and his brother had a lot of fun!

They decided to make yellow, green, blue and pink play dough! They used tools to cut and mould their dough. 

You might want to use a pair of gloves as you add the colour 🤭!!

A pond, ducks, trees, balls and a bridge! 

Measurement: Length

Is it getting bigger? (updated)

21 November, 2019

How do we know our plants are growing?

  • Felix “Because we know it’s big. Because it’s green. Before it was black. Seeds were in the earth. Bigger.”
  • Michelle “Big and big and big. We water and sun” Michelle stretches has arms out and shows us how the plants have got taller.

But how do we know how big it has become? What can we use to measure this?

Felix “We need a measure band.”

What is that?

One child reaches for a number line to show us what a number line might look like.

That is very big!

  • Nina “We can use the paper and cut.”
  • Michelle “We can make it too long and put it. We do ‘0’ and ‘10’ here.”

Felix takes a marker and begins to write numbers on the whiteboard along the stem of the plant to show us how we might write the numbers down to measure the plants.

Michelle writes all the numbers zero to 10 on the board to show us how the tape can be used.

The students were invited to make their own number strips to measure the growth of their plants.

We gathered to talk about how we might create the number strips. The children made suggestions about the steps we should take.

We wrote and drew the steps we need to follow.

Then, we followed the instructions to create the ‘measure bands’.

Concepts: growth, change, measurement, number, impact, connection 

The ‘Measure Bands’ we created were made out of card. We were worried about the bands being exposed to water and getting wet in the rain. The children suggested wrapping them in a plastic sleeve. They worked together to solve that problem.

 

2 December,  2019

It was time to measure how tall or long our plants were. The children have been creating their own tool to check these measurements. They have named them ‘The Measure Bands’. While documenting their observations, the children used many literacy and numeracy concepts. They are learning that numbers can be used in many ways for different purposes in the real world, that numerals represent a specific quantity and that objects have attributes that can be measured using standard and non-standard units.

The children are exploring mark-making and know that it carries meaning, while using symbols and drawings to record their observations.

Approaches to Learning (ATL’s)

 

  • Observe carefully.
  • Use discussion and play to generate new ideas and investigations.
  • Seek information.
  • Record observations—drawing
  • Analyse and interpret information.
  • Present information in a variety of modalities.
  • Listen actively and respectfully to others’ ideas and listen to information.
  • Ask for clarifications.
  • Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
  • Express oneself using words and sentences.
  • Participate in conversations.
  • Understand symbols.
  • Understand that mark-making carries meaning.
  • Use mark-marking to convey meaning.
  • Document information and observations in a variety of ways.
  • Choose and complete tasks independently.
  • Follow the directions of others.
  • Share responsibility for decision-making.
  • Demonstrate persistence in tasks.
  • Use strategies to problem-solve.

Banana Muffins

A group of children were curious about the new kitchen.

They wanted to know if they could use the kitchen to prepare some food. After many discussions, they had decided that they wanted to make cupcakes!

One morning, the children noticed a long sheet of paper on the whiteboard. There were many different pictures on it. The children began to share their ideas about the pictures.

  • Felix “It’s a list. Everything you need to make.”
  • Charlotte “Make a mooncake.”
  • Tyson “Car cake.”
  • Felix “You need sugar to make cupcake. I think this is sugar, this is banana.”
  • Sebastian “Put the egg in the sugar, and open, put it in yoga. Here, yoga. It’s going inside. Put banana inside.”
  • Bruce “蛋糕。” [Cake]
  • Felix “I think we are going to make banana bread.”
  • Sarah “I don’t think it’s sugar, it’s this one.”

There was a box with Ms. Shemo’s name on it. We opened the box.

There were many different bags inside. There were some eggs and bananas.

Felix decided to write the numbers next to the pictures.

3 eggs…

6 milk…

18 butter…

2 sugar…

We had all the items on the list. We decided to make the banana muffins.

All the children helped to make the muffins.

First, we add 4 cups of flour.

Next, we add all the other dry ingredients.

Then, we peel the bananas. We mash the bananas.

Then, we add the eggs.

Then, we add the dry ingredients to the wet ingredients.

Then, we add the batter into the muffin moulds.

Finally, we put the muffin trays in the oven.

Yum, yum, our banana muffins smell great!

We have made plenty of muffins. We will share them with our whole PreK-K1 community!

Approaches to Learning (ATL’s) 

  • Observe carefully.
  • Organize information.
  • Analyse and interpret information.
  • Listen actively and respectfully to others’ ideas and listen to information.
  • Interpret visual, audio and oral communication: recognizing and creating signs, interpreting and using symbols and sounds.
  • Express oneself using words and sentences.
  • Participate in conversations.
  • Negotiate ideas and knowledge with peers and teachers.
  • Understand symbols.
  • Choose and complete tasks independently.
  • Follow the directions of others.

The Step Ladder

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

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

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

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

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

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

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

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

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

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

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

Through this project we had opportunities to …

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

Approaches to Learning (ATL’s)

The Mirror Ball

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

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

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

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

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

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

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

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

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

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

Here are a few…

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

SLO’s

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

How Tall

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

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

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

What do you notice?

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

How many blocks do you think Ms. Shemo is?

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

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

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

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

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

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

Ms. Shemo was ‘12’ blocks tall!

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

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

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

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

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

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

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

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

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

“Can we do it with kids?”

SLO’s

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