Mathematics: Teaching and learning

OK when you’ve got yours, can you work out how you are going to describe it? Okay, let’s go around and
you can tell me the numeral that you have on your fish. I’ve got a fish and
I’m telling you my numeral first. Prep G, My numeral is 20: two groups of 10 and zero more ones. (Prep G 11: one group of 10 and one more one.) The whole group activity we worked on this morning was an experience to represent their understanding of number and number value. The children represented their numeral on their fish using Unifix cubes. After
representing their numeral using those concrete materials, they described how
they had represented it. Prep learners are young but it doesn’t
mean I can’t have high expectations of them as learners. (Thirteen.) Please describe 13 and show me how you represented it. (One group of 10 and three more ones.) Congratulations, and I can see there’s three there. I can subitise three, I don’t really need you to count three. I believe it, because I can see it.
The next part of that learning experience was the understanding of
accounting in sequence and number sequence. The children needed to know what
number came before their number in the counting pattern up to 20 and what number
came after their number so they could relocate their sitting position to move
into the appropriate position. So that when we counted as a whole group, we were counting in correct counting sequence. (One. Two. Three. Four.) I need two. I need four. I need six… Every part of our learning
experiences are learning opportunities. So to pack away the numerals at the end of the
experience, we select the numerals using a counting pattern of even numbers
first and then odd numbers. (One. Two. Three. Four. Five. Six. Seven.) (One. Two. Three. Four. Five. Six. Seven.) The transitional times within my classroom are part of the learning context. Each day I try to provide a
range of learning opportunities. Crazy Legs is set up on farm
placemats that the children and I created ourselves. They’re using concrete materials
then to represent the numeral that they put on their cloud. The concrete materials
are farm animals and they need to represent the numeral on the cloud using the
number of legs. We’ve made this a more open-ended problem-solving activity by
adding animals that have more than four legs — spiders and insects — and animals
that have two legs. (One. Two. Three. Four. Five.) The outdoor learning environment is another opportunity to learn, but an opportunity to learn in a more physical way. (One. Two. Three. Four. Five.)