Measuring a cheetah

Will showed his educator what he’d been doing. “This is a cheetah. It has spots – a lot of spots I would guess 89, maybe.” The educator asked what the numbers were, and Will replied that they were its size, and that he’d measured how long it was with a ruler.

The taxonomy: Representing quantities that are not counted; standard numerals

The maths: Number; estimation; measuring length

“I can make it heavier and get a bigger number.’

  Ryan loved having the biggest things. He used the black weights on the scales and discovered the large number it showed, calling to his teacher, who replied,

   “Ohh! Ryan there are lots of numbers there. I wonder if the weights are really heavy.” Ryan responded, “Yeah cos I have big number.”

   Ryan’s teacher wondered if they could write this number down, and try to find something heavier?  Ryan wrote numbers ‘1819’ on paper then, after watching for some time, Layla joined them, adding, “I can make it heavier and get a bigger number.” Adding some blocks and texta pens to the scales, she remarked excitedly, “See my big number now!” and wrote ‘2229’ in yellow pen. Ryan was impressed by this larger number and listened while Layla explained, “See, it is bigger because it starts with a 2 and Ryan yours only started with a 1!”

The taxonomy: standard abstract symbols

The maths: weighing, comparing weight

"Maybe 100 feet!"

Over a few days, the students had shown interest in determining who was the tallest and were lying on the floor, lining up blocks alongside each other and counting them.

Their teacher had demonstrated earlier in the week how to line the blocks up without gaps, to determine an accurate measure of their circumference.

Ivy remarked, “I’m seeing how big Nikki is on the edges. There’s not enough circles to finish measuring. There’s a little bit of space what doesn’t touch. I think there’s 100 circles all around her. I ‘writed’ it so I don’t forget!”

Listening to Ivy, Nikki commented, “Hey Ivy, I’m probably about 2 feet tall!” and Ivy replied,“Maybe 100 feet!”

The taxonomy: iconic signs – drawings

The maths: measuring circumference

UV levels?

 Each morning this class of 4-year-old children have a conversation about the UV, to predict what it might be for the day, bringing their knowledge of the data that informs the UV (weather, previous days, referring to the UV chart). Over the last few weeks, the children have begun to record their prediction, which we then use during group time to see who was the closest. 

   The children’s marks and signs are a range of different ways to show their predictions. Some searched the environment around them to find the numeral to copy, while others used their emergent writing and the appropriate number from their memory. 

Seeing the children’s marks for a genuine purpose has provided the class with so much information about their current development level and understanding of number, numerals and the UV. 

The taxonomy: early written numerals; standard abstract symbols

The maths: Number; numerals; estimation