1 Get sorted
ADULT-LED
Plan some data handling activities involving colours.
Planned learning intentions
To use developing mathematical ideas and methods to solve practical problems
To complete a simple programme on the computer
To perform simple functions on ICT apparatus
Resources
Data handling software such as 2count or 2Graph, from the 2simple software range (www.2simple.com)
Activity content
* Explain to the children that you would like to carry out a survey about colour. Discuss with them what to investigate: favourite colours? Hair or eye colour? The colour of shoes or coats? Involve them in the decision-making as they may suggest an even more interesting topic!
* The more authentic the reason for the task, the better a learning opportunity it will be. Perhaps you need to redecorate part of the setting, or are in the process of buying some new curtains. What colour do the children think would be best?
* You could introduce the subject by writing a letter to the children, for example, purporting to be from an ice-lolly manufacturer who needs to know what colour lollies to make for the summer.
* When a decision has been made, ask the children to think about how they could go about recording the data that they have decided to collect. Work with them to devise a way.
* When the data has been collected, work with small groups of children to transfer it on to the computer.
* Display the children's own data handling methods alongside the computer-generated information.
Things to do
* Make sure that the children see that ideas from each of them are valued.
* Respect the children's own ways of recording the data.
* Gather evidence of mathematical thinking, both through collecting examples of the children's recording methods and observing their responses during discussion.
Stepping stones
* Children with little experience will show an interest in numbers and counting and show curiosity about numbers by offering comments or asking questions.
* Children with some experience will willingly attempt to count, and have some numbers in the correct order. They will also begin to represent numbers using their fingers, making marks on the paper or drawing/painting pictures.
* Children with more experience will select the correct numeral for each of 1-9 objects. They will show increased confidence with numbers and be able to spot errors and will begin to count beyond 10.
2 Red, green, red, green
ADULT-LED
Vibrant vegetables can be a useful stimulus to the exploration of pattern.
Planned learning intentions
To talk about, recognise and create simple patterns
To use developing mathematical ideas and methods to solve practical problems
Adult child ratio 1:6
Resources
Red, green, yellow and orange peppers in various sizes. You will need sufficient peppers for children to sort and make patterns to excite children's curiosity and provide an air of surprise around the activity.
You will also need some spare peppers (one of each colour should be sufficient) for the children to taste should they wish.
Activity content
* Give the children plenty of time to explore and talk about the peppers before beginning any other kind of activity.
* Choose two or three peppers and lay them in front of the children in a pattern. This could be very simple; red, green, red, green. Ask the children to guess which pepper should come next. Can they continue the pattern using the peppers?
* Repeat this with a variety of patterns of differing complexity.
* Ask the children to devise a pattern for you to continue.
Things to say and do
* Who has eaten peppers? Who likes them? Who has cooked with them? Who has seen them growing?
* Can you describe the pattern? (For example, is the pattern red, green, red, green or is it big, little, big, little, etc?)
* Ask the children to devise a way of recording the different patterns that they have made.
* Play 'the missing link'. Lay a pattern of peppers in front of the children with one pepper missing from the pattern. Can the children guess which pepper is missing?
Stepping stones
* Children with little experience will show an interest in the peppers, play with them and begin to make arrangements with the objects.
* Children with some experience will sustain interest for some time in the arrangements made by the adult.
* Children with more experience will show curiosity and observational skills by talking about the peppers, in what ways they are similar and different, and they may make patterns of a more complex nature.
Extension ideas
* Begin the activity by hiding the vegetables in interesting boxes or bags to excite children's curiosity and provide an air of surprise around the activity.
* Cut peppers in half, both horizontally and vertically. Print with the peppers to create patterns.
* Use other fruit and vegetables in activities similar to those described above. Try apples or potatoes.
* Taste the peppers with the children. Which do they prefer? Do the different coloured peppers have a different taste? You could do a blind taste test with the children to see if they can tell the colour of the pepper just by tasting it.
3 Button up
CHILD-INITIATED
Encourage the children to explore the colours and patterns that they can find on everyday objects.
Resources
A large collection of real buttons (they offer many more opportunities for sorting than commercially produced sorting sets); shallow container for the buttons. (Shells or keys are a suitable alternative to buttons.)
Preparation
* Make sure that you have a large enough collection of buttons for a number of children to sort and explore.
* Gather together additional resources such as tiny wicker baskets and attractive lidded boxes for holding and transporting the buttons.
* Add mirrors and magnifying glasses to the activity to increase the possibilities for promoting the use of mathematical language.
Play suggestions
* Making a line of buttons which are all the same colour.
* Creating repeating patterns with the buttons.
* Looking for buttons which have more than one colour.
* Putting and taking buttons in and out of baskets and boxes.
* Examining buttons closely under the microscope.
Things to say and do
* Can you find all the green (red, blue, white, etc) buttons?
* How many shades of green (red, blue, white, etc) can you find?
* What do the buttons remind you of?
* Which is your favourite button? Why do you like it?
* Can we find out how many buttons there are of each colour?
* Guess which colour button there are most of? Which colour are there fewest of? How can we know if we are right?
Possible learning outcomes
Talks freely about family and experiences
Counts objects form 1 to 10 and possibly beyond
Sorts objects according to a variety of attributes
CHILD-INITIATED
Encourage the children to explore the colours and patterns that they can find on everyday objects.
Resources
A large collection of real buttons (they offer many more opportunities for sorting than commercially produced sorting sets); shallow container for the buttons. (Shells or keys are a suitable alternative to buttons.) Preparation
* Make sure that you have a large enough collection of buttons for a number of children to sort and explore.
* Gather together additional resources such as tiny wicker baskets and attractive lidded boxes for holding and transporting the buttons.
* Add mirrors and magnifying glasses to the activity to increase the possibilities for promoting the use of mathematical language.
Play suggestions
* Making a line of buttons which are all the same colour.
* Creating repeating patterns with the buttons.
* Looking for buttons which have more than one colour.
* Putting and taking buttons in and out of baskets and boxes.
* Examining buttons closely under the microscope.
Things to say and do
* Can you find all the green (red, blue, white, etc) buttons?
* How many shades of green (red, blue, white, etc) can you find?
* What do the buttons remind you of?
* Which is your favourite button? Why do you like it?
* Can we find out how many buttons there are of each colour?
* Guess which colour button there are most of? Which colour are there fewest of? How can we know if we are right?
Possible learning outcomes
Talks freely about family and experiences
Counts objects form 1 to 10 and possibly beyond
Sorts objects according to a variety of attributes
