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Reception Mathematicians Have Been Busy Building Math Concepts!
Reception Mathematicians Have Been Busy Building Math Concepts!
Number Sense
We investigated quantity concepts by identifying and comparing sets with more, fewer, or the same number of objects. Students rolled a cube and wrote down their numbers. They then had to roll again to determine how many to add and to take away. Our mathematicians also practiced listening to instructions to use math vocabulary to describe their cube towers independently. Our students had so much fun!
Body Movement Patterns
Our young risk-takers created body movement patterns to understand patterns in our world better.
Students came up with their body movements, shared them with a partner, then collaborated on a dance move joining their ideas. Teachers took videos to share with the students on Seesaw. This learning engagement allowed students to develop their social (accepting responsibility, group decision making, group roles, cooperating, non-verbal communication), communication (presenting, listening, speaking, viewing), and self-management skills (spatial awareness, gross motor).
68429173371__BC3650D7-F433-4B7F-AFAE-D0E613F99816.MOVVixer.movShape Hunt
Our explorers went on a shape hunt, reflected on their friends’ finds, and created 2D shapes using masking tape and straws. Students explained why a shape is called a triangle, circle, square, rectangle, oval, and rhombus based on the number of sides. Teachers challenged students to create forms with no sides, and we loved seeing what they came up with!
Measurement
Teachers introduced students to longer than and shorter than. We gathered to compare teachers’ heights and the length of their clothing and had students practice using sentence frames. Students then chose an object from a tub and used the sentence frames to assist when comparing their object with a partner’s.
68489619255__EC33128D-9CA2-4C8B-9471-C50138D070E2.MOVIMG_2001.MOVEstimation
Teachers introduced the vocabulary of estimation and asked students to inquire about two posters in class with different amounts. Teachers wrote “estimate” and “count” on the board, and we defined the terms together and gave examples. Teachers provided students with jars with manipulatives on different tables. Then our estimators got to estimate how many items were in each jar and compared the actual amount by counting the objects! Our mathematicians were busy and engaged!
20220914_095322.mp4UOI 1: How We Organize Ourselves Investigations
UOI 1: How We Organize Ourselves Investigations
UOI: Organization of Time
We are focusing on our third line of inquiry, the organization of time, where our students understand how our daily schedule connects to our daily and weekly routines. Teachers shared our timetable on the board and then distributed photos of us doing our daily routines to students. I Can Organize Myself JournalThey identified what each picture represented (snack time, playtime, English, UOI, Math).
Teachers helped guide students to put photos of our daily schedule in order. We adjusted our lesson to take time to review the teachers who instruct at different times as that is what the students were most identifying with for their classes. Students will then create icons that represent the subjects next week (BI, English, PE, Lunch, etc.) and can be added to the board. Students will later use the board for data collection for math to determine how often they have to line up, have lunch in a week, and how often they have an assembly, pe, etc.).
I Can Organize Myself Journal
Students are developing better self-regulation strategies by monitoring their daily routines and reflecting on their accomplishments in their ICOM journals. Students worked with their parents to create an end-of-week reward for consistently meeting their goals!
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