We have been exploring multiplication and division in Second Grade. The students began with a warm up activity to discuss what they noticed and wondered about this image.
The students used whiteboards to document and share their thinking.
We have been creating stories that we want to share with our community. These stories are significant as they have a message or an important idea to communicate to the reader.
The students used a story planner to help them decide on the important elements of their story.
Then, they wrote their stories and shared them with the class. After making changes and editing their writing, they were ready publish their work. Many of the students decided to create their own short stories. These stories will be included in a Grade 2A Memory Book.
The class had discussed the idea of creating a collaborative piece of art or artifact, that communicates our stories and culture to the community. We had a large piece of canvas in the classroom. We wondered how we could use this piece of canvas to create an artifact.
How big should it be?
How would we draw on it?
Where will we display the mural?
We made a plan. The students shared their ideas and perspectives. What if each student drew a picture from their story, on the canvas? We would have 16 stories!
The students wondered how big each section would need to be. One student measured the width of the canvas and shared his suggestion for dividing the canvas.
The students agreed that each section would be 35cms. wide. But what about the length?
The students began to suggest different lengths. 45cms in length? 50cms. in length? We created a chart to document the data as the students voted for their choice.
Then, we drew two of the most popular measurements on paper.
Next, the students voted to decide on the best length.
An agreement was reached. Each section of the canvas would be 35cms. X 55cms.
We will have 16 sections and 16 images that share what we value as a community.
We are finally ready to divide our canvas and begin to draw our stories to create the mural.
We have a plan to guide us as we create together.
The students used Book Creator to publish their short stories. These stories will be included in a Grade 2A Memory Book.
Here are a few published books:
Each student painted an image on a mural that represented their individual story. The students enjoyed this collaborative project that tells a story about the culture and values we share as a community.
We have been learning the words to our songs, practicing the actions and creating make up and costume designs.
Grade 2 will play the ‘Oggie Doggies’ in the show. We had to create dog tags for the characters. We decided to use wood cookies for this purpose. We had to decide on the ribbon we will need for the tags. The students began to suggest different colours for the ribbons. There were clearly too many choices as Ms. Heidi said we could only have 5 choices. We had a problem. Which 5 should we choose?
First, we listed all the colours the students suggested. We had 9 choices. How should we organize this information?
The students suggested we create a chart and record the data on it.
(Information can be expressed as organised and structured data)
We had a clear first, second and third choice. However, three colours were competing for the 4th and 5th choice. The students suggested that they take a second vote to find the fourth and fifth colour. We recorded this data on a second table.
Now, there was a clear choice for the remaining two colours.
We finally had our 5 choices for the ribbons. Next, we voted a third time to find out the quantity of each colour we had to purchase. We created a third table to record this information.
Then, we created a column graph to record the data. We decided that each square would represent 2 people as there wasn’t enough space for the highest number.
We gave Ms. Heidi the information she needs, the chosen colours and the quantity of each colour.
When the wood cookies arrived, the students used a wood-burning tool to write their names on the wood cookie.
Then, they used acrylic paints to paint their wood cookies.
Finally, the DOG TAGS are ready for the SHOW!
Research Skills:
ask relevant questions that can be researched
make a plan for finding information
gather information
record observations by charting, tallying, writing
We had a tub of sticky worms. We wanted to collect data on the length of the different worms.
First, we created a line plot to display the measurement data. We recorded the title on the line plot and wrote centimetres below the empty number line. The students began by measuring the length of the worms. The longest worm we had was 20 cms. and the shortest was 4 cms.
Next, we wrote the numbers 4 to 20 on our empty number line. We were ready to collect the data. Each ‘X’ represented 1 worm.
Making Line Plots from Measured Data:
Then, the students worked in 5 groups to generate a set of data by measuring strips of paper and then displaying their data on line plots.
They worked in teams to measure the strips, sort the information and document their findings on a line plot. Each group created a line plot to document their data. We compared the line plots of each group and discussed the data we had gathered.
Through these inquiries, the students developed the following Approaches to Learning.
Students worked in mixed groups to answer the questions posed by each research group.
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
We began by looking for patterns in numbers. We skip counted in 2’s, 5’s, 10’s, 3’s and 4’s starting from 0.
What do we notice?
How might we use what we know about skip counting, in other situations?
TASK!
What do we have a lot of in the classroom? Come up with a way to count your whole collection. You will have to be organised and think about how you can keep track. You might need to create sets or use containers.
Once you know how many in your set, take a of it.
Use the tool and explain your strategy in your Maths Journal.
Complete Page 2 on the activity template.
Use the tool to show how you worked out the total and prove that your answer is right.
Sorting, documenting and explaining our strategies!
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.
We gathered to discuss what we know about a fact family. We defined it as a group of math facts or equations created using the same set of numbers. We noticed the relationships between the three numbers involved in the fact family, and how the operations of addition and subtraction are related to each other. We thought about how we could use this strategy to process information to solve problems.
We have been developing our Number Sense by solving Mathematical problems. The students were encouraged to use Base 10 Blocks and numbers to show their reasoning/thinking.
Oscar used 7 base-ten blocks to create a number. What are some different numbers he may have created?
Peter and Sarah were using place value materials to model numbers. Peter used 3 hundreds, 2 tens, and 4 ones. Sara used 2 hundreds, 12 tens, and 4 ones. Did Peter and Sarah show the same number?
Are 7 hundreds, 3 tens, and 5 ones the same as 5 hundreds, 3 tens, and 7 ones? How do you know?
Carlotta “I wonder how the cards come out of the bag in triangles.”
Dohoon “How many cards did they use? How many are odd numbers? How many shape cards?”
Eunseong “How tall is it?”
Sam “How many cards? How many triangles?”
Chanwoong “How did they stick the cards together? Which one is the joker card? Can this be a village?”
Hannah “What is it? What are they making?”
Seungje “Where did he buy the cards?”
Ryder “How many triangle cards? If there are more cards, how many more buildings could he make? Is there a triangle cards that are 4,4,4 and 2,2,2? Is there so much cards, can they make a whole country?”
Kavel “How did they make the video so fast?”
Sky “How do they stick one card and one card to a triangle? If they have more cards, can they build a tower?”
Jiwan “How many cards all together?”
How many cards? How many card triangles?
We watched the video to help us solve the problem.
We documented our thinking and strategies in our Maths Journals.
Together, we worked out how many cards were used to create the ‘Card House’.
Then, we counted the number of triangles used to create the ‘Card House’.
We realised that counting in 3’s was a great strategy to use!!
What equations could you write to describe how many?
First, the students noted down observations and ideas in their Maths Journals. They were encouraged to use pictures, words and numbers. Next, they presented their thinking and reasoning to the class.
Finally, the students documented 3 or more explanations provided by others, in their Maths journals.
We have been using Place Value Blocks to model numbers, solve problems and express our thinking.
We have been using manipulatives and drawings to explain our strategies for decomposing and regrouping.
We wondered how we might express our ideas, create and share stories about number.
We read the story ‘One Hundred Ants‘ by Elinor J. Pinczes, illustrated by Bonnie Mackain.
The story begins with a group of hungry ants that decide to march off single file to a picnic. However, along the way, they realise they are moving too slow and begin to divide themselves in different ways to help them get to the picnic site quickly.
As we read the story, we documented our thinking using Base 10 Blocks, pictures, words and numbers.
Next, the students retold the story in their own words, using the images they created to document their thinking.
The students were invited to create a single structure using Place Value Blocks, using 25 pieces in total. Then, they had to provide the total value of the structure.
Instructions:
Build a structure with 25 base ten blocks
Take a photograph
Use labels to show the value of your structure
Complete the ‘Title’ of your post “My Base 10 Block Structure is worth _____ = ___ hundreds,___ tens, ___ones.”
This task involved discussions about number, trading, grouping and decomposing.
Student Responses:
What might your Base 10 Block structure look like?
The students were invited to use Pattern Blocks to create designs. Each pattern block shape had a value. The complete design needed to have a total value of 24, 40 and 60.
Next, the students completed a bar graph using the information in their Pattern Block design. Finally they wrote a number sentence that reflected the data they collected in their graph.
Instructions:
Use Pattern Blocks to create 3 shape designs that have a value 24, 40 and 60.
Take a picture of your designs.
Upload your pictures to Seesaw.
Complete the graph to show how many shapes you used in your design.
Write a number sentence that reflects the data collected in the graph.
Creating the designs involved a lot of problem-solving, thinking, calculations and conversations. Here are some Student Responses:
We have been exploring how the position of a digit within a number determines its value. The following task encouraged the students to find different ways to ‘SHOW’ numbers.
We began by rolling three dice to find the 3 digit number that will be represented in different ways.
Here are some examples of student work:
Next, we wondered if there were different ways to ‘SHOW’ a number.
Could we show 253 in a different way by changing the tens?
What if it had 2 hundreds and 4 tens? How many ones would you need to have so it is still 253?
253 = 2 hundreds, 5 tens, 3 units
253 = 2 hundreds, 4 tens, 13 units
How might we decompose the following numbers into hundreds, tens, and ones and then find a different way to show each one by changing the hundreds or tens digit?
Lego is popular and fun to play with. It is also a great resource to explore learning. The students were invited to create one object using 20 pieces of Lego. They displayed these creations in the atelier.
We all noticed how different the creations were.
Next, we took a photograph of our creation.
We wondered how we might sort the pieces we used in our creation. The students suggested three possible sorts. -by colour -by the number of ‘dots’ a piece of Lego had -by length (long and short)
Then, we decided how we might document our sorts on a table. Here are two possible options. The students decided that a tally table would be the best way. We decided that we would have colour on one column and tally marks in the next.
We know that information can be expressed as organised and structured data. We constructed and labeled a vertical graph to document our data.
Finally, we wrote 3questions that we might ask our friends about our graph. What questions can YOU suggest?
Each student worked on their own creation, to follow the different steps needed to document their own learning.
How do Mathematicians think, work and show their understanding? We have been reviewing and learning how to document our problem-solving and thinking using manipulatives, drawings and words.
Providing explanations helps us reflect and justify our reasoning. It helps us see patterns and make connections.
We used our maths Journals to document our thinking and learning. We shared ideas on how we can use this resource to stay organised.
Throughout our discussions, the students were using their mathematical skills, knowledge and understanding to solve problems. They were describing patterns, identifying rules and using appropriate mathematical language to discuss their thinking.
We observed the students helping each other share their thinking. We noticed how they used the manipulatives as a tool to discuss strategies. They discussed the level of challenge and how the activities were ‘stretching their brain’.
How are pictures A and B mathematically the same, and how are they different?
A and B are the same because …
A and B are different because …
First, the students engaged in a discussion technique ‘think-pair-share’, which is used to help students form individual ideas, discuss and share with the others in a group.
Then, we documented ideas presented by the students.
How will you organise your materials or manipulatives?
What would your number sentences look like?
The students worked independently to ‘show’ their number. They were encouraged to think about how they would place the manipulatives/materials.
When all the students had completed the task, we did a ‘gallery walk’ to look at all the different ways we can create a number.
Next, we worked in groups to talk about what we already know about MATH. The groups documented their learning.
Then, we gathered to discuss and document the MATH we see around us? How do we use Math in our world? The students explained that we need MATH when we:
go shopping to buy food
pay for gas
count in different daily situations
pay for a taxi
buy tickets to take a flight
measure
look at shapes
We discussed how Math can make us feel. We talked about the different zones we could be in when we learn something new, and the experiences that make us feel as if we are stretching our brain, thinking and learning.
They each reflected on their own abilities, skills or knowledge. What warrants a star and what they wished or hoped to learn in the future.
Focus: Thinking Skills, Communication Skills Mathematics: Estimation, Number
Numbers are a naming system, numbers can be used in many ways for different purposes in the real world. This invitation encourages estimation, problem-solving and discussion.
What do you wonder?
Estimate how many beans are in each pod.
How many beans would there be altogether? How do you know?
What do you wonder?
Estimate how many beans are in each pod.
How many beans would there be altogether? How do you know?
The Ten Frame is a two-by-five rectangular frame into which counters are placed to demonstrate numbers less than or equal to 10. Counters can be arranged in different ways to represent different numbers. A ten frame helps children develop a strong number sense. It teaches them to subitize and is a precursor to addition. They provide the children with a visual of numbers.
*Subitize is the ability to tell the number of objects in a set, quickly, without counting.
Here is a game that you can create and play with one or more players.
This inquiry challenge will encourage the children to:
🐁 Mouse Count by Ellen Stoll Walsh is a wonderful picture book that encourages conversations about number and quantity (more and less). This story helps the children explore what happens when we join two sets together; they learn about how quantities change. Through play and dialogue, the children compare amounts and become familiar with thinking about differences between sets. Throughout the story, there are opportunities to count on, count forward and backward.
We can create number stories by modelling joining and separating concrete objects. We can use language to describe changes to a collection as objects are added or taken away.
I wonder how many different ways 10 🐁 mice can be arranged with some in the jar and some in the grass?
You can use any ‘loose parts’ or objects as 🐁 mice. Gather a group of 10 objects. Place some mice inside the jar. Place some mice outside the jar.
Explore as many different ways the 10 🐁could be arranged.
This inquiry challenge will encourage the children to:
Add 1 RMB coins , a few at a time to see how many your boat can hold.
Post a picture of your LEGObrick boat!
How many coins could your LEGO brick boat carry safely?
NOTE: This learning invitation will help children think about weight, engineering and design. You can give your child a certain number of Lego bricks for an added challenge.
Felixthe Engineer:
Felix LOVES Lego and was very excited to try the Lego boat challenge. He took parts of a space shuttle and modified it for his boat. After that Simon and Felix tried a lego boat. It worked great! They had a lot of fun, especially with the water 🤭. Look carefully to see how many coins his space shuttle could hold safely.
Lemingworked like a scientist, planning, designing and creating a boat that could stay afloat while carrying lots of coins. Leming then tested his boat to see if it works.
Follow the instructions in the video to make your own board game and dice.
You will need a dice, 40-50 counters [buttons, beads, seeds, stones or any other small loose parts]. A game board for each player.
Materials needed to make the dice.
Counters
How to play:
take turns to throw the dice
collect the correct number of counters and cover the spaces on your board until the counters are over.
The person with the most counters wins the game!
Extension:You will need more counters and a game board with numbers over 50.
Use 2 dice.
Add the two numbers and place counters to match the total.
The person with the most counters wins the game!
Jiwon and her brother Jake did not have and seeds or beans or other materials around. 💭 They decided to create their own version of the Dice Game! In their game, the person who circles the most numbers and reaches 80 the fastest wins the game! Can you guess who won the game?
Lemingdecided to create his own Dice Game! He used pistachios as counters!
Did you find numbers outside as well? What were they?
You can draw pictures of the places you find numbers. Record the numbers you see.
Here is a number line to help you.
Here is a video story on how to write numerals. You can follow along to read the book or refer to it if you are unsure of how to write numerals 1 to 10.
You can use a sand or salt tray to practice writing numerals!
Don’t forget to share your learning!
We are learning that:
numbers are a naming system
numbers can be used in many ways for different purposes in the real world
numbers are connected to each other through a variety of relationships
making connections between our experiences with number can help us to develop number sense
Gather some coins and use them to build a bridge. The chopstick should be able to pass under your bridge without touching the coins!How tall, wide and strong can you make your bridge?
Take a photo or a video of your bridge, reflect on (and share):
How many coins did you use to make your bridge?
What helped you create your bridge?
What other materials can you use to create different types of bridges?
Here are a few different bridges around the world. Feel free to share some examples of the different bridges you create!
Sophie has created a bridge using her toys!
The Bridge Test:
Lemingand his brother Leyang were wondering which material would be the most suitable to create a bridge.
They wanted to learn through ‘trial and error’, this is the work of a ‘researcher’.
They have gathered some materials to test their theories. They have paper, plastic and wood.
The Paper Bridge.
The Wooden Bridge.
Their Conclusion:
“1-wood 2- paper with more strength 3- plastic 4- paper with less strength”
You might want to try your own experiments to see which materials are best suited when creating bridges!
Approaches to Learning (ATL’s)
Thinking Skills
Analysing: Observe carefully.
Generating novel ideas: Make unexpected or unusual connections between objects and/or ideas.
Considering new perspectives: Ask “what if” questions, Identify strengths and areas for improvement.
Research Skills
Formulating and planning: Ask or express through play questions that can be researched.
Data gathering and documenting (audio recording, drawing, photographing): Use all senses to observe and notice details.
We are exploring numerals to 20. First we worked as a team to name the different numerals.
Next, we had to put the numbers in order. Sarah noticed that we did not have a number ‘0’ Zero. She said we needed to start with it. Michelle suggested that we make a ‘0’ for future games.
The children were very excited and everyone wanted to collect and help with as many cards as possible. The group had to work hard to make sure everyone had a turn. They decided that sharing the cards would be a good way to work together. The number line began to take shape.
We checked to see if the line was in order.
Then, we played a ‘loop game’ with numbers. Each child had one or two cards. Each card was divided into two. The first section shows a number (with tally marks, fingers, dice, 10 frame) and the second section asks a question that will lead to finding the next number card. It was a clue to find the next card. You would call out “I have…, who has…?”
The children had to look carefully at their cards to see if the next card was theirs. We noticed how the children helped each other, counted to check the numbers and waited patiently till everyone had a turn.
We managed to put the pieces together, but we had a problem. The circle was incomplete! We were missing a card. Ms. Tina asked if we could help make the next card.
Charlotte said we needed a card that had showed the number two. She said we can use tallies to show 2.
Then, we can ask the question “Who has 10?” on the second section of the card. Ms. Shemo helped with that.
The circle was made. The loop game was completed. We all worked together to solve the problems.
Through these experiences we are learning:
that numbers are a naming system
to read and order numerals in sequence
to work collaboratively with a group
to share and take turns
to solve problems
to speak clearly and express ideas using words and sentences
We have two step ladders. We had to decide which one we would keep to use in the classroom and which one we would give away to someone who needs it. The children called them ‘benches’.
Charlotte “PreK-K1 made this one. Because my think so (coloured bench).”
Felix “And grade 4 made this (the green bench).”
Felix suggested that Ms. Karen could have the second bench. “But we could make more for every class. But maybe we can make more!”
We were not sure if we could make more benches at this point, but we know that we do not need two in one space.
We suggested that we give one away.
Charlotte “Ms. Hannah.”
Nina “Ms. Krystal.”
We made a list of the people who might want a bench.
Ms. Karen
Ms. Tasha
Mr. Cal
Mr. P
Mr. Dodge
Felix “But then we have to make so many!”
Ms. Ai
Ms. Pat.
Ms. Jo
Ms. Mad
Ms. Anna Mila
Charlotte “Maybe it’s too many!”
Felix “Maybe we should count them cause we know how many we have to make.”
We counted to see how many people we had on the list. There were 12 people on the list! BUT we did not have 12 benches.
Next, we had to decide which bench we wanted to keep in our campfire. The children voted for the bench they wanted to keep by standing behind their chosen bench.
The children counted to see the results of their vote.
We had 4 children choose the green bench and 8 children vote for the coloured bench.
It was decided that we will keep the coloured bench.
Next, we had to vote on who would receive the second bench.
One by one the children called out the name of the teacher.
Felix “But there are two 4’s!”
Ms. Anna Mila and Ms. Pat had received the same number of votes. We now had to decide what to do about our results.
Nina “We can make another one!”
Felix “We only want 1 more.”
Making one more bench was one option.
Sarah “Share!”
Charlotte “I think sharing with people teachers.”
Michelle “Sharing is caring.”
Some of the children agreed that we can ask them to share the benches. But Felix insisted that making one more bench was a better idea when he said, “Because I like to build.”
We wonder how we might solve this problem…
Approaches to Learning (ATL’s)
Organize information.
Draw conclusions and generalizations.
Seek information.
Gather information from a variety of sources (people)
Record observations—drawing, charting, tallying
Sort and categorize information and materials; arrange into forms or order, for example, with graphs, marks or symbols using emergent writing skills.
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’.
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.
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. https://t.co/EZbIiBX6nm@NISChinapic.twitter.com/YMAhvydvii
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.
• Record observations—drawing, charting, tallying—using emergent writing skills
Synthesizing and interpreting
• Sort and categorize information and materials; arrange into forms or order, for example, with graphs, marks or symbols using emergent writing skills.
We had 4 cookies left over from lunch. The children in K1 decided that they all wanted a cookie. The children were posed with a question.
How might we share the cookies so that everyone has an equal share?
The children began to count how many children were left in the circle. The teacher wanted one too! After many attempts at counting, the children counted a total of 8 people. BUT, there were only 4 cookies.
The children suggested that we break the cookies. After some discussion on how they would be broken, the children explained that we could snap the cookie using both hands.
Teacher: How many pieces would I have if I snapped one cookie?
The children said it would then become 2 pieces!
We used a marker to draw lines on the plastic wrapping to check if we would have enough cookies if we snapped each cookie in 2.
Each morning the children gather to greet each other. Next, they check the lunch order by asking their friends if they have brought in lunch from ‘home’ or need a ‘school lunch’. This information is gathered and recorded as a graph. The children count out the numbers to make sure we have the right total.
The class leader uses numbers to make sense of the information collected before placing the lunch order.
This experience provides the children with opportunities to use number in real life situations.
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.
Sarah, Amber and Ruby went to check how many seats the school bus has.
We discussed how can we find out the number of the seats on the bus.
Amber “20个座椅。用你的铅笔来数。1,2,3……20,21。再把数字写下来，来看对不对。” [20 seats. You can use the pencil to count. 1,2,3……20,21. Then write down the numbers and check if it’s right.]
Sarah “有好多位置，我觉得10个，我们进去数就是了。” [There are many seats. I think there are 10 seats. Let’s go in and count.]
Ruby “40. Maybe we can go inside and find out. We could take a picture and we can look at the picture at the iPad.”
We took a picture of the seats on the bus but we found it hard to count the seats using the picture on the iPad.
Ruby “Because it’s far away. I can’t count the back.”
Then we decided that it was better to count the actual seats.
Amber started to use tally marks to record the number of the seats.
When we went back to the classroom, we used different materials to recreate the seats. The students wanted their recreations to look like the actual seats, therefore they used 2 bricks to create one seat.
Amber decided that she wanted to use a softer material because the seats in the school bus were not hard like the bricks.
We put down our name cards to see if we have enough seats.
Amber “后面有空的，很多，我都不知道有这么少人。留给老师，别的小朋, K1A, K1B。有多出来，太多了。” [There are many empty seats. I don’t realise we only have such few people. We can leave these seats to teachers, friends from K1A, K1B. We have more seats. So many.]
Ruby “We make seats for the school bus. Because we have to know how many people can go on the bus. There are so many seats on the school bus. They are available for K1B, K1A, K1C, they are going on the bus.”
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
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.
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
We discussed the skills we will be using to complete our journey of inquiry.
Observe carefully, noticing details.
Listento others as they share their thinking and ideas.
Being mindfulof 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 have been exploring number, using tally marks and adding numbers. We wondered what number combinations we can use to make 10. We gathered together around a large chart paper. Each student received 3 Numicon shapes. Then, we played the game ‘Make 10‘. Each person in turn added a number from their 3 choices to make 10. We went around the circle and found many ways to make 10 until each person had 1 Numicon shape left.
Next, we had to walk around the classroom and make the number 10 with a friend or two, using the Numicon shape. The students counted, discussed and laughed as they added their shapes to make 10.
Here is our documentation for 10!
SLO’s:
read, write, say, count, model and order numbers to 10
understand that number names relate to a specific quantity
It was the first time Charlotte came to school with braids. Everyone was very excited to see her new hairstyle. The students began to notice and comment on their different styles.
When we sat down for our Morning Meeting, we looked at a sorting activity we had done a while ago.
Felix “We do the picture on this one and look the colour of hair.”
The students were given a draw string bag with some objects in it. They used their sense of touch to guess what was in the bag.
Blocks?
Lego?
Worms?
We took the objects out and arranged them in a pile on the floor.
There were different types of rubber ‘bugs’ in the bag.
Freida “I see here spiders.”
Michelle “Spider.”
Felix “Worm. 1.”
Lawrence “Worms don’t have legs. 1, caterpillar.”
Nicolas “2, one red, one purple.”
Ethan “Spider.”
Lawrence explained that they were NOT worms but caterpillars, as worms don’t have legs.
The bag also included dragon flies, beetles and spiders. Ruby explained that spiders were NOT ‘bugs’. She insisted that they were ‘creatures’. Perhaps we should inquire into this a little more…
How many bugs were there in the bag?
The students attempted to guess but it was difficult to count as some of them were hidden.
Michelle had a plan. She lay the bugs out in two rows, making it easier to count.
Nicolas “She is making a line and counting.”
We counted the bugs, there were 16 altogether.
Ruby was thinking about the spiders, “They are not bugs because they have legs. They can make webs on their own. Also, they like eating…”
Freida “They can make webs.”
How can we sort these bugs out? What should we do?
Felix “We can do like that, yellow, yellow, yellow. And then another colour. Orange.” We decided to follow Felix’s idea and sort them by colour.
Then we counted them to see how many were in each colour group.
Lawrence “Counting the yellow, red.”
Is there another way to sort the bugs?
Amber explained that we can put them into groups… “Spiders, caterpillars, butterflies, beetles.”
How can we record our information on paper?
Ms. Shemo drew the different bugs and the students helped keep a tally count where 1 line represented 1 object.
Next, we decided to use the information we had to create a graph.
Then, the students wrote the numbers 1 to 6 on the side of the graph. It helped us count the rows.
Nicolas “Green is tallest.”
Si Hyun “Green top.”
Ruby “Biggest.”
Michelle “Smallest.”
Jasmine “Very big.
Charlotte “So big.”
Michelle pointed to the blue square that represented 1 beetle. “This is lower.”
Felix explained that the green column (6) had “One more than this one [red column (5)].”
Ruby “This is the lowest.”
Charlotte “Super low.”
Nicolas “Teeny weeny”
Amber explained that the graph looked like “A building.”
SLO’s
sort objects
present information on teacher-generated pictographs where one picture equals 1
begin to explain data using simple language such as same and different / more or less
understand that number names relate to a specific quantity
, 
We have 
They wanted to know if they could use the kitchen to prepare some food. After many discussions, they had 
