Embedded Files
Core concept: Mathematics is everywhere and playing with it can be fun.
Daily number sense: Build student understanding of being a mathematician by promoting play-based learning.
Daily number sense: Build student understanding of being a mathematician by promoting play-based learning.
Observe students during their play. Take photographs of each student engaging mathematically with a range of materials. Use these to create a display of learning, and use this display as a provocation to begin conversations about being a mathematician. Revisit this display throughout this unit and beyond to showcase mathematical learning through play and to support further discussions.
Observe students during their play. Take photographs of each student engaging mathematically with a range of materials. Use these to create a display of learning, and use this display as a provocation to begin conversations about being a mathematician. Revisit this display throughout this unit and beyond to showcase mathematical learning through play and to support further discussions.
Playing with maths helps you become a mathematician!
Playing with maths helps you become a mathematician!
Draw attention to the similarities and differences noticed in students' daily number sense (display to be created) and the video to build on student understanding of what makes a mathematician.
Draw attention to the similarities and differences noticed in students' daily number sense (display to be created) and the video to build on student understanding of what makes a mathematician.
Activity: We are going on a nature walk!
Activity: We are going on a nature walk!
Stop at specific areas to have a conversation about Maths. Lead the students on an exploration to identify:
Stop at specific areas to have a conversation about Maths. Lead the students on an exploration to identify:
- common mathematical shapes
- the number of objects
- the repetition of coloured objects.
Stop at an area that has a range of natural loose items such as rocks, sticks, and leaves. Invite students to collect loose items to add to a class treasure box (take a large plastic container). Ask students to make a picture out of the loose items and take photographs for a classroom display.
Stop at an area that has a range of natural loose items such as rocks, sticks, and leaves. Invite students to collect loose items to add to a class treasure box (take a large plastic container). Ask students to make a picture out of the loose items and take photographs for a classroom display.
See Figure 2.
See Figure 2.
Resource 1: Nature Walk Ideas
Resource 1: Nature Walk Ideas
Consolidation and meaningful practice: Nature walk puzzles
Consolidation and meaningful practice: Nature walk puzzles
As a group, count out 5 loose items from the treasure box demonstrating one-to-one correspondence.
Trace the items onto paper as seen in Figure 3. Use language to describe the attributes of items, for example, this leaf is long and thin.
In pairs, create puzzles. One student holds the item while the other student traces carefully around it. Notice the language being used. Use ‘Talk moves’ to facilitate class discussion, asking students what they notice about each treasure.
Use each drawing as a puzzle and invite partners to match the loose items to the tracings on the paper. You may choose to laminate puzzles to reuse.
Regroup and tell students that mathematics is all around us. Ask if they noticed mathematics today. Use the classroom display to provoke ideas.
Figure 3 – Puzzle using loose items
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