1 In step
ADULT-LED
Organise a shoe shop role-play activity.
Planned learning intentions
To explore mathematical concepts of number, shape and size in a practical context
To explore roles and experiences through role play
Adult:child ratio 1:4
Resources
Shoes and boots of different sizes and styles, shoe boxes, paper carrier bags, chairs, foot measures (real or made), footstools, shoe horn, till, open shelf unit, pens, receipt books
Preparation
Stick templates of the shoes and boots to the lids of the boxes.
Activity ideas
* Encourage the children to talk about the shoes that they are wearing, their experiences of buying shoes and footwear for different occasions and weather conditions.
* Show the children the shoes and boots and support them in matching pairs to the correct boxes.
* Set up the shoe shop with the children finding ways of stacking and storing the boxes.
* Encourage the children to engage in imaginative and role play measuring other children's feet, asking questions about what kind of shoes they want to buy, selecting shoes from boxes, fitting them and writing out receipts.
Things to say
* Use key mathematical vocabulary when working with the children, such as number names, 'long', 'short', 'wide', 'narrow'.
* Can you find a shoe that is the same shape as this (template)? Can you find another shoe to match it? How shall we arrange the two shoes so that they both fit into the box?
* Which number do Nathan's toes reach on the measure? Is Nathan's foot longer or shorter than Joe's? Who has the longest foot? Is this shoe big enough for you? Can you find a shoe big enough for me?
Stepping stones
* Children with little experience will show interest in and explore the resources. They will probably spend time putting shoes in and taking them out of boxes. They will try shoes on their own feet.
* Children with some experience will try to match shoes to the templates with increasing success. They will begin to talk about the shapes using everyday language.
* Children with more experience will look closely at the shape and size of shoes and templates. They will differentiate between similar shapes and compare length and size.
Extension ideas
* Provide appropriate materials in the technology workshop so that children can make footwear for themselves or for dolls.
* Ask children to make a storage unit for shoes by fastening empty shoeboxes together. Provide masking tape, string, scissors and tape measures. Use the setting to store outdoor shoes or spare Wellington boots.
2 Sweet talk
CHILD-INITIATED
Set up a 'confectioner's' in the dough area.
Resources
Dough, sweet packets, cellophane papers, tubes and plastic jars, individual chocolate gift boxes, larger chocolate boxes and trays, paper bags, sweet cutters, rolling pins
Play suggestions
* Squeezing, kneading, rolling, pinching and stretching the dough.
* Making different kinds of 'sweets' and talking about likes and dislikes.
* Wrapping sweets in cellophane papers, packing sweets into bags and arranging them on trays and in boxes.
* Engaging in shop role play with others.
Things to say
* How many sweets do you think will fit into the box? Were you right?
* How many more sweets do you need to fill up the box?
* What shape shall we make the chocolate so that it will fit in this box?
* Which is the biggest/smallest sweet?
Possible learning outcomes
* Handles malleable materials with increasing control.
* Uses tools effectively.
* Uses one material to represent another, for example, dough to represent sweets.
* Shows an increasing awareness of shape and space and explores tessellation.
* Manipulates the dough to create a range of solid and flat shapes and achieve a planned effect.
* Talks about pattern.
* Uses numbers in play.
* Matches one to one (one sweet to each space in a tray).
* Counts everyday objects reliably.
* Uses vocabulary involved in simple addition and subtraction.
* Uses developing mathematical ideas to solve practical problems.
3 At the market
CHILD-INITIATED
Set up a fruit and vegetable stall in the outdoor area.
Resources
Fruit and vegetables (real or imitation), shallow wooden fruit boxes and cardboard boxes, imitation grass, cash boxes, money, shopping bags, pieces of blank card, pens
Play suggestions
* Helping to set up the market stall, for example, creating a display.
* Stacking boxes.
* Sorting and counting fruit and vegetables into boxes.
* Arranging pieces of fruit and vegetables to fit in boxes.
* Talking about fruit and vegetable likes and dislikes. (Support children in forming opinions by planning tasting activities.)
* Making signs and price labels.
* Handling money and sorting coins into tray sections in cash boxes.
* 'Buying' and 'selling' fruit and vegetables.
Things to say
* Teach the children the names of the fruit and vegetables.
* How many cabbages are in each row in this box? How many are there all together?
* How many green and how many red apples are there in the box? How many more can you fit in?
* What size of box do you need for the melons?
Possible learning outcomes
* Plays co-operatively.
* Handles and identifies features of natural objects.
* Talks about first-hand experiences.
* Expresses likes and dislikes.
* Engages in imaginative and role play.
* Develops mathematical understanding through play, for example, of size, pattern and weight.
* Uses mathematical language such as 'heavy', 'light', 'big', 'small'.
4 Shop around
CHILD-INITIATED
Use the home corner as a central resource base for a variety of bags and baskets that will support children's role play and learning interests.
Resources
Shoulder bags, shopping bags, trolleys and baskets, carrier bags (punch safety holes in any plastic bags), backpacks, laundry bags and baskets, purses, wallets, money
Play suggestions
* Exploring the additional resources and talking about appropriate uses of items.
* Imitating adults, for example, pretending to go shopping.
* Counting coins in and out of purses.
* Using bags for real purposes, for example, for taking home a model.
* Putting things in bags and baskets, collecting objects from other areas.
* Transporting objects around the nursery.
Things to say
* What will you use this bag for?
* Can you find a bag that we can take to the library to put the books in?
* Which bag will be big enough to fit all our shopping in?
Possible learning outcomes
* Uses props to support play.
* Discusses ideas and negotiates roles.
* Represents first-hand experiences through role play.
* Further explores a schema such as transporting or containing.
