Math Thinking Books

We have been observing the students lately and noticing that math seems to be popping up everywhere! To encourage the students to share this math thinking and learning with us, we created 'Math Thinking Books' for the students. This is a place where they can record their math thinking and learning. The excitement with these books was tangible in the room. They all wanted to work on them right away, we were all blown away by the focus and intentionality of each student in the class. The Ontario Kindergarten document says, "children need to be engaged in doing mathematics, talking about it, listening to others talk, and showing their results and solutions." What I love about these books, is that it allows them to do this.

A new provocation to encourage the students to explore addition

Using dominos

Using number cubes and counters to add numbers together

Composing the number 8 in different ways 

Adding number cubes: using counters to help and then writing her findings

The domino numbers were too big, so I.L used a 100s chart to help

Using counters and numbers to demonstrate an understanding of each number

Adding 10 frames together

Adding number cubes together

Adding dot plates

Representing numbers 

I.D wanted to find out how many trees were in our yard. She went around and counted each type of tree then recorded her findings in her math thinking book. 

Here is what she wrote in her math thinking book to represent her thinking

 Students have been exploring more than just number sense. They have been creating and writing about their math thinking in all the strands (This is why I love the play-based approach so much-- math is always happening!).

A.Ah- Drawing his 3D shape representation

Measuring the dimensions of our white board

R.H- "Look Ms. Tompkins! The cup is heavier. The circle is lighter!" How do you know? "Because the cup is down and the circle is up". 

These next few photos excite me, not only because the creations are beautiful but because 3 JK boys worked collaboratively to create them. After each 'stage' they ran across the classroom to get me to take a photo and then immediately got to work adding more. 

Here is how it unfolded:

We have begun to explore probability, using language such as likely, impossible and certain when using number cubes, spinners and everyday life.

"Young children have the curiosity and the capability to engage in mathematical thinking and learning."

Ontario Kindergarten Curriculum

I hope this post demonstrates the incredible abilities our young learners have, especially when it comes to mathematics.

More Lizards: Investigating Bearded Dragons

Mrs. Johnstone brought in more lizards for us to observe and learn about. The students shared many great wonders and they were able to compare and contrast the different lizards.

Meet Bluey!

We found out what type of lizards they were...Bearded Dragons!

Reading the 'Reptiles' book together

Adding wonders to our lizard table 

Touching Bluey and comparing him to Ripper

We measured Bluey and he was a bit shorter than Ripper 

He was excited about getting measured!

What do you wonder about him?

D.S- I wonder how many years old is Blue and Ripper?

A.H- I wonder why Bluey is smaller than Ripper?

D.S- I have a theory about A.H's, because they aren't the same years old

A.R- I wonder why they are different colours?

E.K- I wonder why they have long tails?

A.A- I wonder why is Ripper is the same colour as the sand, but Bluey is not, he is darker?

We then met Jasmine.

A.C pulled a chair over so he could observe Jasmine more closely

Jasmine was much smaller than the other two lizards

P.D- I wonder if Jasmine is a kid or a baby?

K.T- Jasmine looks like so small the lizard, the lizard there, he looks like both other lizards!

D.S- I wonder if he is a boy or a girl?

A.Ah- I wonder if Jasmine is Ripper’s baby?

A.H- I wonder why he is a baby?

A.A- I wonder why Jasmine is smaller than Ripper and Bluey?

M.W- my wonder from last time is, I wonder if Jasmine is a bearded dragon?

A.R- I wonder why he has a smaller tail, than Ripper and Bluey?

N.M- I wonder where small lizards live?

R.H- I wonder where big and small lizards live?

M.A holding Jasmine 

The students found a pattern on her back...can you see it?

A.C- I see white, brown, white, brown!

A.C holding Jasmine

We learned that Bearded Dragons like to climb

Jasmine on A.A's leg

Jasmine climbing on E.K's shirt

Bella holding Jasmine

M.W holding Jasmine

Jasmine on A.K's arm

K.T holding Jasmine

Observing both Ripper and Bluey together

We have learned a lot about Bearded Dragons after reading various non-fiction books and watching some videos.

What do bearded dragons eat?
A.A worked hard and looked through the books we had and found out that bearded dragons eat:
- bugs and insects
- plants, fruits, leaves
- small reptiles or mammals
We learned the science term is omnivore. 

Where do you think they live?

A.C- in a hot place

I.L- at the hot place

A.A- United States 

D.S- North America

A.H- South America

I.S- the zoo

K.T- the Canada

P.D- in woodlands, I read it in a book

E.K- they live home, they’re from somebody’s home

P.D found the book and showed us that bearded dragons live in wooded areas in Australia. They live in forests, deserts and along the coastline in Australia.

Why are they called bearded dragons?

D.S found a book and taught the class about this. The book explained they have a pouch under their chin that they can expand and turn black to scare away enemies. 

But... we still have lots of wonders about these lizards! It was been fun learning alongside the students.

I.L- I wonder why they live in Australia?

P.D- does Ripper’s skin come off like snakes?

We are excited to keep exploring, observing, wondering and learning about bearded dragons.