Gotta’ whole lotta’ counting going on!

If you happen to pop into POD 1 you mind see a number of kids (not sure how many…how could we work that out?) counting all sorts of things. Even Mrs. Ellis got into the act and brought in some really interesting things from home that Mr. Ellis needed counted.

Photo 31-07-2014 10 38 22 am

People count in all different ways in different situations… sometimes we count by ones or twos and other times we count by bigger numbers. Continue reading

Halving a square

Today we investigated edges and corners of squares that had been halved.
The challenge was to work in groups of four to create different pictures where the edges had to be the same size. Check out our excellent work.






Back in POD 1 – I missed you guys!

This year I am back working and learning with the students and teachers in POD 1 and it is very exciting.

One of the most amazing things I hear nearly everyday is students saying how ‘great they are at maths and counting!’

I’ve been watching and talking with the kids as they play some math games and explore maths and this has to be one of my favourite games. Kebab maths is a quick game and as you can see in the video below, the kids are very good at both playing the game and explaining whole and parts of numbers.

What is your favourite maths game? Let me know by commenting below. You could do this at home or with your class mates.

1, 2, 3…let’s get into ordinal numbers.

Ordinal numbers are numbers that go in order.

Think about when you have a running race. What do you call the place the person comes if they are the winner and what about the next person?
Learning ordinal number can be a bit tricky but these games might help you.

Let us know which is your favourite and tell us what you have learned about ordinal number. You can do this by clicking on the ‘comment’ button below.

Play Squigly’s apples here
Lots of games for learning about ordinal numbers here

Ordinal number – farm yard check up video
Ordinal numbers – a race video

Polar bears and penguins…how many?

Where do polar bears and penguins live and what do they eat? You might know a lot about Polar bears and penguins already, but I wonder if you know the answer to the video problem below?

What’s for lunch?

Check out this cool video question from CoolSchool and see if you can solve the problem together.

How did you go? What did you do to work out the answer? Can you think of a question like this one?
Be sure and leave a comment to share your answer and maybe your question.
Good luck

What is 1000?

This is a BIG question for 5 to 7 year olds, but at YPCC our POD 1 students took on the challenge this week to work out exactly what is 1000.
We began this exploration with what is 100. Our students were asked to estimate how many unifix blocks in a line would it take to make 100? We had a few estimations and then it was given over to the kids to explore and find out for themselves.
It was interesting to see the kids counting out the hundred in different ways. Some began by counting by 1s whilst others began to bring what they know about 100 to the task. Making groups of 10 blocks quickly made the task easier and by allowing the kids to explore independently, the math conversations and learning was far more powerful. It was wonderful to see eyes light up when the kids began to ‘know’ what makes 100 and to hear the calls like, ‘I wonder how long 200 would be’ or ‘I know that 200 would be twice as long’!
Over the next two days we estimated and explored 500 and then 1000.
One really interesting moment was when the kids, working in small groups ran out of blocks! This dilema was quickly solved when the students came up with the idea of joining groups and blocks to make the 1000!

A powerful week of mathematical thinking and connection making was enjoyed by not only the kids but also the teachers! It is an exciting place to be at YPCC each morning as we investigate math concepts and build our mathematical knowledge.

Be sure to come back and keep an eye on our great learning. We’d love to read your comments as well.