Mind Map

A creative way to show how the big idea of balance in math lead to other mathematical areas in the children's learning!

Observations

It was great to see how the big idea of balance emerged into making connections across the mathematics, emotional, language, art, and science domains.

The children were discussing with each other which marker was their favourite colour. When I overheard this I decided it would be a great way to introduce graphing with the children.We all got to the carpet to discuss what our favourite colour marker was. I explained to them that when I ask this question we are taking a poll together which can help us determine which colour is liked best. One child noticed as we were creating the graph that we were measuring which colour was liked best. I was pleased to see how the children were able to make the connections through the curriculum. In the mathematical domain the children collect objects and data and make representations of their observations, using concrete graphs (FDELK 2011, DM5.2, p.111). The children also respond to and pose questions about data collection and graphs (FDELK 2011, DM5.3, p.111). Together the children were able to respond and notice that red was the most liked colour and dark blue was the least voted. 

The children also were telling me what their favourite big ideas of math were, some said balance, some said measuring objects, and some said sorting and graphing was fun. Either way the children enjoyed their learning and they directed their engagement, interests, and knowledge. In the emotional domain the children were able to express their thoughts on the mathematical learning and share their experiences  (FDELK 2011, 1.3, p.62).

Together we were able to make documentation for the children to refer to and allow them to spark more inspiration and interests! 

Making Connections

When the children started to compare their creations they were using the idea of measurement. The children were using the mirror and markings to see whose creation was taller than the mark. Another child was using sticks and small pebbles and started to create a pattern. Stick, pebble, stick, pebble. The children dropped the idea of measurement and their interests sparked in patterning. I was amazed to see on Darla Myers Pinterest board a great collaborative experience her students were encountering.Her Pinterest board can be found at http://www.pinterest.com/darlamyers/ I knew that the natural materials will help spark the children’s interests into creating a pattern.

One child said “what are you making?” The other child replied “it’s a pattern! You can help me!” A group of children worked to create a collaborative pattern using the sticks and pebbles from the outdoor walk. According to the Full Day Kindergarten Document the children were able to identify, create, reproduce, and extend repeating patterns through investigation, using a variety of materials (FDELK 2011, P4.1, p.109). One child told me that he noticed the floor tiles in our classroom made a pattern as well! White, blue, white, blue. He was able to identify and describe informally the repeating nature of patterns in everyday contexts (FDELK 2011, P4.2, p.110). 

When I walked over to the window I noticed two students lining up the rocks, sticks and branches in a row. I was curious to see what they were creating. The child looked up at me and said “I am measuring to see which is longer”. I then asked him “how will you know which material is longer?” He responded “if it moves past the shadow than it’s longer!” I was amazed to see how the child was using the natural light in order to measure the materials. According to the mathematical domain the child was able to demonstrate, through investigation, an awareness of non-standard  measuring  devices using the shadow as a guide (FDELK 2011, M2.2, p.104).

 The whole group of children went over to see what the student had created and noticed that measurement was a spark in their interests. The children started gathering materials from the classroom and discussing with themselves ideas. I decided to sit back and let the magic of constructivist learning take place. The children gathered the materials from the classroom they found and lined them up on the carpet. I noticed they were lining up the materials from shortest to longest. According to the math domain the children compared and ordered two or more objects according to an appropriate measure of length (shortest to longest) (FEDLK 2011, M1.2, p 103). In the math domain the children also were able to sort, classify, and compare objects and describe the attributes used (FDELK 2011, DM5.1, p.110). This was seen as they sorted the objects from shortest to longest.

 One child then put his markers into the shape of a square. He looked at the other markers sitting beside him and made them into the shape of a triangle. One child looked towards the shapes and said “Wow I can make those with the clay so we can see whose is bigger!” The boy replied “yes lets both make them out of clay, but let’s have them standing up!” The child then replied “how will we do this?” He then said “We can use the toothpicks to make them stand!” In the art domain the children used problem-solving skills and their imagination to create visual art forms by using the toothpicks to create a three-dimensional structure stable (FDELK 2011, V3.1, p.154).It was amazing to see how the children were able to problem solve and create their own learning. In the language domain the children were able to listen and respond to others for a variety of purposes and while solving a math problem; in an imaginary/exploratory play (FDELK 2011, 1.2, p.73).

According to the math domain the children were able to compose pictures, and build designs, shapes, and patterns, using two-dimensional shapes, and decompose two-dimensional shapes into smaller shapes, using various tools or strategies (FDELK 2011, G3.3, p.107). The children were also able to build three-dimensional structures using a variety of materials and begin to recognize the three-dimensional figures their structure contains (FDELK 2011, G3.4, p.107). This was a great learning experience to see the children engage in and made connections across the Full Day Kindergarten Document along with the mathematical domain. 

Inspiration

After the fun learning experiences of messing about with balance I was amazed to see how fascinated I was with the big idea. I decided the idea of balance with natural materials was a great learning opportunity for the children. After searching through Pinterest I found an amazing blog by Laurel Fynes who is a kindergarten teacher. Her blog can be found at http://thiskindylife.blogspot.ca/2013/05/balance-pattern-rhythm-and-awe.html She allowed her students to use loose materials and mess about with them, which lead into the idea of balance. I decided this would be a great activity to provide for my students to engage them in the idea around balance.

 During our outdoor walk, I reminded the children to add any materials they wanted into the wagon so we could use them in the classroom. The main findings the children picked up were stones, sticks, and pieces of logs. Walking along the river was a great idea for the walk! The natural materials that were provided were great! Nature is a great resources for any classroom. According to the Full Day Kindergarten Document in the art domain According to the Full Day Kindergarten Document, in the art domain, the children will explore a variety of tools, materials, and processes of their own choice to create visual art forms in familiar and new ways (FDELK 2011, V2.1, p.153). This will be seen as the children explore with natural materials. 

Once in the classroom the children were eager to mess about with the natural materials. They started digging through the bin that carried tons of rocks, logs, and sticks. At first the children were looking at the rocks and laying them in a straight line. Then one child started to stack the rocks on top of each other. Another child saw this and said “Wow look the rocks can sit on top and not fall”. I then said “Yes this is called balance”.   

 Through this experience the child recognized personal interests, strengths, and accomplishments as they created their own rock balance (FDELK 2011, 1.1, p.60). 

Another child wanted to see if he could balance the pieces of logs on top of each other. One child said” It will work because they are flat”. The other child said “No they are round”. Through hypothesis he was able to determine that he is able to stack the logs and balance them.

I also provided some mirrors to add dimension and interests for the students. They really enjoyed this aspect of the activity! I saw two children comparing their balanced rocks to see whose was taller by marking the mirror with washable markers. 

 

Before We Begin

Through this blog focusing on mathematics I will be referring to the Full Day Early Learning Kindergarten Document (FDELK), which can be found at http://www.edu.gov.on.ca/eng/curriculum/elementary/kindergarten_english_june3.pdf

The mathematical processes that support effective learning in mathematics

are as follows:

• problem solving 
• connecting
• reasoning and proving 
• representing
• reflecting 
• communicating
• selecting tools and strategies 

Using social media is a big part of constructivist teaching and gaining ideas and inspirations from other teachers is an important part of personal and professional development.

Through this blog I have found great inspiration from these blogs and Pinterest boards!

I also have used Darla Myers Pinterest board for inspiration which can be found at http://www.pinterest.com/darlamyers/

I also found inspiration from Laurel Fynes blog which can be found at http://thiskindylife.blogspot.ca/2013/05/balance-pattern-rhythm-and-awe.html

The last blog i found inspiration from was Kathryn whose blog can be found at http://www.kindergartenkindergarten.com/2012/06/problem-solving-measurement.html
Please Enjoy!