The Shop

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.

Money

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…

Money

We have been wondering about money since creating our ‘PLAN’ for the trip to Golden Eagle’. Jiwoo and Si Hyun brought in their own money to share with the class.

  • Jasmine explained, “First we need money. I know how to make money. We need gold, then we fold together, make a circle, then you can go to Golden Eagle.”
  • Nicolas “A press machine.”

We held a class meeting to share what we know about money.

There were many notes and coins on the floor.

What do we notice about the money? What do we know about money?

  • Ruby “When they pay we can have enough money for the field trip.”
  • Freida “We put a coin inside and press some buttons and tickets come out and we get money.” (explaining how we get tickets at the metro station)
  • Ruby “A coin machine, I have one at home.”
  • Alejandra “She go outside and put a card inside on the machine like a robot and then we count the numbers and then we put our hands in the tummy and get out the money, so many money. We just go and pay something. So many coins to buy some presents for me.”

Ms. Shemo showed the students a coin.

Ruby “Yours are 100.”

Where do you think the money is from?

  • Alejandra “Italian!”
  • Ruby “I think it’s from Sri Lanka.”

Many students believed that it is from Indonesia.

Next, Chaewon shared the note she had in her hand.

  • Alejandra “Because I see the people like Sri Lanka. And I see the bindi!”

The students agreed that it was 100. They believed the note was from Sri Lanka as there was a dancer on the note.

Jiwoo shared his note next.

  • Ruby “20!”

Teacher “Who is that?”

  • Ruby “A people.”

Jasmine and Alejandra noticed that they both had the same picture of a face on their money.

  • Alejandra “I have the same face.”
  • Ethan “This is ‘mao yeye’.” (referring to the Chinese Chairman)

The students began to talk about and compare the money they had. Was it 20? 10?

Jooeon shared his money.

Several students thought that the money was from Taiwan.

  • Ruby “Because Taiwan has castle.”
  • Alejandra “One more time, Sri Lanka. No, Italian.”

  • Ruby “1000, Because million has more 0’s.”
  • Felix “Sri Lanka.”
  • SiHyun “Ms. Shemo people.”
  • Jooeon “This is Chinese.”

  • Felix “Because the lion.”
  • SiHyun “I think it’s Chinese. Taiwan.”
  • Jooeon “This lion is Chinese.”
  • SiHyun “I have library this.”
  • Amber “NIS.”
  • SiHyun “Alejandra’s one.

Charlotte, Michelle and Sarah noticed that they all have a picture of a lion on their money.

They believed that the money was from China. This connection was made because they recall seeing so many lions at NIS and in China.

Alejandra shared her note.

  • Jooeon “This is Spain. Spain money.”
  • Alejandra “10. Spain doesn’t have money like this. In Russia has this money.”

  • SiHyun “This is China. Police in China has that.” (The star)
  • Alejandra “So this is from police. I know why this is from police.”

Amber shared her note.

  • Jooeon “Korean money. This is tunnel.”

Seungbin shared his note.

  • Alejandra “From money. Because people from Taiwan has this dress.”

Felix shared his coin.

  • Jooeon “China this tower. Yes. This tower in China.”
  • Alejandra “Russian have this.” 

Freida shared her money.

  • Jiwoo “I have this, he have one inside. Small have. Freida one have this. (explaining that the money has lots of numbers.)

The students noticed and commented on how all their notes have numbers.

Where do we get money from?

  • Ruby “Houses.”
  • Jiwoo “This money house.”
  • Freida “Ticket counter. One day I found a ticket counter near a vegetable shop.”
  • Amber “My mummy has. In Taiwan. 妈妈买东西的时候会给她.” [when mummy bought things she will get money back.]
  • Alejandra “A card inside and then you have number and then have a TV and something inside then you have money. Here have something open, then you have money.”
  • Charlotte “Daddy and mummy. 赚钱的时候我和哥哥在买东西。” [My brother and me are buying things when daddy and mummy have made money.]
  • Si Hyun “My money that Korean.”
  • Ethan “Grandma have money.在她包里。[In her bag].”

  • Jasmine “From Nanjing. In school. She gave me a water from NIS school, and she get money.”
  • Seungbin “Mummy, Korean money and another money in Nanjing. Nanjing get money and come over here.” (Translated by a student)
  • Ruby “I was noticing a number and I never count it. Three zero’s. Somebody told me.
  • Jiwoo “I have 10 money circle one.”
  • Amber “它里面都是钱,然后爸爸给他的钱包都是100个钱。钱是从买东西的那边,那个人都可以给他100个钱。买东西人的钱是从他的包包里来的。妈妈就说希望我也有一个钱就好了,然后我妈妈口袋里有一个snack,有一个snack钱在她的旁边。”[It has money inside, my daddy has 100 money. The money comes from the salesman. He can give my dad 100 money. The salesman’s money comes from his bag. My mum wish I have money too. There is one snack inside my mum’s pocket. There is money near the snack.]
  • Si Hyun Money from Korea. And then another money go to Aeroplane station and card and then ticket. And then computer Nanjing, and then go hotel and then mummy is go to NIS and then I come to NIS. We need 100. And then come to school. Daddy get money China. 25 money! And then another one 100! I come to school. Daddy gives to mummy and we use 100 money.

  • Si Hyun talks about his till. “Money from. Coins money. Mummy gave. To come to school. Because she likes NIS. Because NIS has toys, so many toys and then likes.”
  • Felix “Mummy has money. Because every day when we go to shopping then everyday mummy gives money to the people. Because they need money. Because then they can give other people. Mummy gets money from Germany. Because there we can catch money in Germany and also here form Chinese. Sparkasse (bank). Mummy buys fruit, carrot and play things. Just in Germany I have money. Because I was a long, long time in Germany.”
  • Ethan “Me go play and grandma gives me money. Go fun play. Me go to friends and they look money. I go to me friends. Mummy gives to grandma. Daddy give to mummy money and mummy give to grandma.”
  • Michelle “I don’t have money. I have 100 money. My daddy gave me. And my have 100 milk. 我和我的爸爸有很多钱可以买东西,可以帮我买玩具。钱在家里拿的。在我妈妈的钱包里。她还在我的玩具包里装着一些钱。妈妈的钱在商场买的。就是推了推车,买了很大的钱,还有很小的钱,然后就可以帮我买玩具了。然后我就可以买来很多钱的玩具就可以买188的玩具。” [My daddy and me have a lot of money, so that we can buy toys. The money is at home, in my mummy’s purchase. My mummy bought the money from the shopping mall. We get the trolley, and buy a lot of money. There are some small money too, then I can buy toys, the toys are 188 yuan.]
  • Freida “I have so much money from my brother’s room. My brother has a lot of money. Because he has money cause my brother buys ice-cream with it. Its 100. I don’t have any piggy bank. A piggy bank, if there is 100 money then you need to put it inside. It is 1, its only 1,1,1 on the golden money. Daddy gets money from the ticket counter. It’s near the vegetable shop. He goes inside, open the doors and then gets a card inside and then we press some buttons and press a card buttons, and then the money comes out. Then ticket passport comes out. Then we get out the card. And also a ticket. Put it in the bag.”

  • Charlotte “I have money. Me, daddy and mummy is money. 28. 20 and 20. Me daddy and mummy all so many money. Mummy and daddy me brother. Wutai qui chan. Me brother and me. Shop she long money. 我哥哥和我有500块钱,我爸爸妈妈也有很多很多很多钱,他们赚钱。他们是通过赚钱,可以造出钱来的。是通过造钱的机器,在麦当劳。那里还有我哥哥最喜欢的东西。我和我妈妈、哥哥、爸爸的时候还有我自己,我们用真的钱去麦当劳去吃东西。我在饭店买东西的时候是用钱。”[My brother and me have 500 yuan, my daddy and mummy have a lot of money, they make money. They make money from the machine which can make money. It’s in McDonald. There are some of my brother’s favorite food in McDonald. My mum, brother, dad and me, we use money to buy food. I use money to pay the restaurant.]
  • Amber “My dad give mummy money from his home, in his bag, 10! In he bag. His bag have the money. He has so many in his bag and he say ‘I have a small bag’. And he like bucket, and he has little money. M mummy have a bucket and my daddy said he likes mummy’s bucket. He has apple in bucket. 它里面都是钱,然后爸爸给他的钱包都是100个钱。钱是从买东西的那边,那个人都可以给他100个钱。买东西人的钱是从他的包包里来的。妈妈就说希望我也有一个钱就好了,然后我妈妈口袋里有一个snack,有一个snack钱在她的旁边。” [It has money inside, my daddy has 100 money. The money comes from the salesman. He can give my dad 100 money. The salesman’s money comes from his bag. My mum wishes I have money too. There is one snack inside my mum’s pocket. There is money near the snack.]
  • Sarah “Mummy has money, 11, from Nanjing. In her bag, take in hand. For library because it’s library money. 钱是口袋里来的,口袋里的钱是别人付的。我家里有假的也有真的钱,就是别人付给我们,是因为我们要有好多的钱给他们这样就可以买东西了。爸爸妈妈的钱我也不知道,肯定是老板给的,他们买了很多东西,肯定有很多钱,还有我爸爸给学校赚钱,我们都去你们的学校那边拿钱。”[The money comes from the pocket. The money in the pocket is from other people. I have real and fake money at my home. Other people give us money, then we have a lot of money to buy things. I don’t know where my mum and dad’s money comes from, it must be from the boss. They bought a lot of things, so they must have a lot of money. My daddy make money for the school, we get the money from the school.]
  • Jasmine “First we need get a money from Nanjing. From International school. She (mummy) gets from shanghai. Over the street and a robot and you put the money inside and just press 132100 and then lots of money goes to mummy’s hand. 25! She gives me a toy. It is 5. 2 is my, 2 is my sister and 1 is my brother. He gets 1 because he want 1 car. Daddy get money from my big brother. He get 24! Because, daddy don’t have any money. And then my dad is happy. I use money because I like it. I have 24. It is a lot. Because my little brother wants the car so I give him a car I use my money. Maybe the car is two, one 21. So my brother is happy. So every time my little brother likes the big car.”    
  • Jooeon “Mummy has in house. Mummy have in Nanjing. Coins, 10. Mummy Aeroplane. In the China and go Korea. Grandma have 10.”

SLO’s

  • explore how numbers can be used in many ways for different purposes in the real world
  • understand that money is used to buy and sell things
  • understand that different things have different monetary values
  • know that Yuan is the currency of China

The Supermarket

Why do we need supermarkets?

What happens at a supermarket?

The classroom ‘house’ was turned into a ‘shop’ space. The students quickly gathered into the space. They began to choose the items they wanted to purchase.

They took their items to the check-out counter. The cashier opened the till and the shopper paid for the items in her basket. One student took a RMB 10 note and swiped it along the groove at the till (used to swipe a credit/debit card). It was clear that the students have observed this action at the supermarkets.

One student was looking for money to pay for the items in his basket. Nicolas quickly suggested that he can also pay through ‘Alipay’. Alejandra quickly made a sign. She pasted it on the side of the checkout counter.

The Purchasing Team went on a field trip to ‘Suguo’ to get the items needed to make pasta. We have been planning this inquiry for a few days, and we were excited to go out to the supermarket. We were interested to learn more about ‘how’ the supermarkets ‘work’.

https://twitter.com/NISPreKK1/status/1055589394092982272

SOL’s

  • explore how numbers can be used in many ways for different purposes in the real world
  • understand that money is used to buy and sell things
  • understand that different things have different monetary values
  • know that Yuan is the currency of China

Money (The Cash Register)

The students were wondering if they could have a cash register in the ‘house’. They wanted to use money to buy and sell goods. Previously, the students went on a trip to the local supermarket. They watched as the cashier scanned the groceries and the shoppers paid for their items.

The Kindergarten class were happy to share their cash register with us. The students arranged the house to make room for the machine. Play began…

They took turns, decided what to purchase, helped each other count the money and discussed trading money.

  • Teacher: “What is trading?”
  • Reggie: “It is when you give 5 coins for a 5 dollar note. It’s the same thing.”

  • R “I have 40!”
  • Teacher “40!”
  • R “Yes, because 20+5+5+5+5 equals 40!”

He counted out the money, one note at a time.

 

SOL’s

  • explore how numbers can be used in many ways for different purposes in the real world
  • understand that money is used to buy and sell things
  • understand that different things have different monetary values
  • know that Yuan is the currency of China

Money

The students brought in some money to purchase items from the ‘Bake Sale‘.

Teacher: How do people get money? The students had varied responses.

  • “When you put the ticket and press inside then you get the money” (machine at the bank)
  • “You get it from the piggy bank.”
  • “The father has to give the mother money.”
  • “From the bank”
  • “You have to beg for money”
  • “You have to get it from the bank, when you have money you have to save it”
  • “You ask it from people at the bank.”
  • “They get it from the suitcase.”
  • “You get it from a bag”

A group of students then went on a walk outside the school to see what they could observe about money.

How do people ‘get’ money?

What do people ‘do’ with money?

The students observed people buying and selling goods at the supermarket, and at shops by the side of the road. They had a discussion about how money gets to the bank and what people use money for.

“You have to work hard and earn it!”

https://twitter.com/NISPreKK1/status/933255708358819841

SLO’s

  • money is used to buy and sell things
  • that Yuan is the currency of China

10

The students brought in 10 RMB to buy a baked good from a sale. They money from the ‘Bake Sale’ will be donated to the Ray of Light Cambodia Organization

Do I have 10 RMB?

How might you make 10 using Numicon shapes? The students shared the different ways they had made 10.

SLO’s

  • estimate quantities to 10
  • explore the conservation of number with the aid of manipulatives
  • understand the terms more or less, same as
  • read, write, say, count, model and order numbers to 10

High Speed Train – Ongoing Inquiry

11 September

Ryan, Franz and Tyler showed an interest in playing with Lego cars and train tracks. They frequently build their own types of trains with wooden blocks and Lego.

Teacher “What do you know about transportation?”

Ryan “I know airplanes, cars, buses, I have been on the airplane.”

Franz “I know them too, I have been to many places. I took the high speed train before.”

Teacher “What more do you want to know about transportation?”

Franz “I want to know more about the high speed trains. It goes so fast.

The students, along with the teacher, created a chart with the titles “I see, I think, I wonder”. The teacher recorded their prior knowledge and helped them dig deeper into the inquiry about ‘the high speed trains‘ through questioning.

The teacher showed the students a picture of a high speed train. Conversations continued around the questions:

  • “What do you see in the picture?”
  • ”What do you know about the high speed train?”
  • ”How does the train work?”
  • “What questions do you have about the high speed train?”

How do we travel by high speed train?

The students watched a Chinese cartoon movie (Qiao Hu) to help them understand the different steps that need to be taken in order to travel by train.

Buy the ticket – pay the right amount of money — find the seat — sit down and watch the scenery from the window — get off the train.

The students discussed what they noticed.

The teacher showed the students a real train ticket. They looked at the ticket to find out what information the ticket provides; the train number, destination, time (starting) of journey to the destination and the location of the seat.

Some of the students wanted to design their own train tickets. They included all the main information above. They reflected on what they had seen and learned about the tickets.

22 September

The students collected items that will drive their play. They helped the teacher set up the station by putting the train together, making the tickets, creating posters and looking for costumes.

The students worked together to play their game. They quickly realised that there were problems with the train trip. Too many people wanted to drive the train, there were too many passengers, some passengers had the same number on their tickets, some train drivers were not sharing the job and it was just too noisy.

Ms. Lucia had a discussion with the students. They had to come up with solutions to the problems. The students thought deeply about the issues. They came up with the following solutions.

  • too many people wanted to drive the train – only two people driving the train, the driver and co-driver.
  • too many passengers – there are 5 seats on the train. If you don’t have a ticket for the seat you have to wait in the waiting area. There can only be 3 people in the waiting area.
  • some passengers had the same number on their tickets – you have to wait till the seat is vacant or you can share with the person travelling in that seat.
  • some train drivers were not sharing the job – we will use a liquid timer so that we can have turns.
  • too noisy – we will use our inside voices.

SLO’s

  • listen to others
  • co-operate and share in mixed groups
  • learn to take turns
  • participate in communal classroom activities
  • develop age appropriate skills for different social occasions
  • find solutions to problems

25 September

Why and how does the high speed train go so fast?

The students watched a video about high speed trains. The teacher explained the information shared in the video. The documentary explained why the design of the train was important and the impact it had on the speed the train could travel. They inspected a model train and noticed the design of the vehicle.

https://twitter.com/NISPreKK1/status/912289358836727808

The students were invited to draw pictures or create models of trains. A group of students went over to the design room to gather boxes and other interesting materials they could use to create their train.

SLO’s

  • listen and respond in small or large groups for increasing periods of time
  • ask questions to gain information and respond to inquiries directed to themselves or the class
  • share ideas and experiences through role play, art and discussion

26 September

The students began to decide what more they could include in their train. The glued on wheels and steering wheels.

https://twitter.com/NISPreKK1/status/912990122747895809

27 September

The students used recycled materials to create their own model trains. They discussed safety while using the tools and materials. They had to think of their design explain their thinking.

https://twitter.com/NISPreKK1/status/912985089155334144

未完-待续  To be continued…

Money

During this season students frequently observe people around them buying and selling goods, wrapping gifts and shopping for the coming year. We asked the students “What do you know about money?”

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SLO’s: Money is used to buy and sell things. Understand that Yuan is the currency of China. Different things have different monetary values.

The students began to share some of their ideas:

  • Oliver: We need money to buy something. There is paper money.
  • Isabella: We can use money to shop for something. We use a machine to make money.
  • Vera: I saw faces on money. You have to work to get money. They make money from gold. You should not trip money or you can’t use it.
  • Carolyn: You have to get money from the bank.
  • Daniel: If we have so much money we can buy so much things.
  • Hally: If we don’t have money we can’t buy things.
  • Minseong: How do you make money?
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An amount of money is needed to buy an item.

Some students brought in money to purchase trinkets and food. We had a closer look at the money. We talked about how much the different items will cost. We discussed how we need to first look around and think about the purchases we need to make. The students had to check out the items on sale, make choices, give the right amount, speak in Mandarin to the vendors and manage the money they had brought.

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SLO: Model spending money / trading in real-life situations.

All the proceeds earned will go towards The ‘Amy Yang Foundation’. The foundation is set up to support Amy, a member of staff who is recovering after a serious accident.