"The development of understanding of mathematical concepts is not limited to a particular time of the day. Mathematics learning is incorporated throughout the day.
Young children have the curiosity and the capability to engage in complex mathematical thinking and learning."
- Ontario Kindergarten Program Document
We have been learning a lot about mathematics as an educator team this year. Mostly we have been learning to take on the observer role and notice all the math our learners are doing daily. From there we have been supporting their math thinking. Our mathematicians this year have been exploring counting and numbers in their play very regularly. They have become curious and fascinated about using math tools to count large volumes of materials and exploring growing number patterns through building. What has been so interesting to us is that many different mathematicians are beginning to explore these concepts at their developmentally appropriate level. Math through play allows learners to enter in at their level but to be challenged to expand their thinking and skills.
Our mathematicians observe what their peers are doing and then work to create their own representation.
Our mathematicians explored how they can show numbers. They loved using 10 frames as a tool for showing numbers.
We also used numerals and dice to show numbers.
|Working on sorting and counting the number of sides on the shapes.|
Mathematicians explore numbers outdoors during Outdoor Learning. Two boys worked together to use their bodies to create numerals. We always have clipboards available during outdoor learning and this Year 1 decided to show her thinking of how to add numbers together.
Retelling stories through the use of math.
Playing the game Tenzis to work on subitizing skills.
This mathematician created a growing pattern through the use of addition sentences (see the white board). She was then encouraged to use the counters to show her thinking. She was then able to see the pattern growing and determine which would come next.
Another way to use counters to show knowledge of numbers.
Creating towers of numbers and noticing the patterns inside them became a favourite of our mathematicians. They created growing patterns inside their towers or growing patterns between the towers. Once one student tried it, others were inspired as well.
As a class we counted the seeds in our pumpkin. We used 10 and 5 frames to help us. Afterwards a group of students worked together to count all the seeds from the other pumpkin. They persisted and filled the entire carpet with 10 frames to count the seeds. They shared their work with the class and this has since inspired many variations of counting materials in the room.
|Counting the manipulatives|
|Sorting and counting the 3D shapes.|
|Sorting by colour, counting and recording the number on sticky notes.|
|After sorting the colours at the light table these girls worked together to count each colour and then record the total with numbers.|
|Another group did the same thing another day|
|Counting and representing|
With all this counting we have begun to explore efficiency of strategies (i.e. counting every single counter starting at 1 is going to be hard and take a long time). Many of our mathematicians will tell you that we should count by 10s. To build their fluency with counting by 10s we have listened to some songs.
We're looking forward to seeing what our mathematicians do next!