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Building Is Math

In the classroom we provide and encourage ample time for building. Not just during open exploration times, but as a math center or group activity. On the surface, building maybe seen only as play, however if you take a deeper look, the important math work becomes apparent.

In Preschool, children are beginning to develop their Geometry Thinking through the basis of shape, space and location. Young Learners need the time to practice arranging and rearranging objects to develop their Spatial Learning. Working with blocks and Lego help children develop an understanding of how objects can be arranged and positioned within a given space. Please watch the video taken from www.thekidshouldseethis.com below. Please pay attention to it’s important message and then apply that new understanding to the photo collages.

Mathematical experiences for very young children should build largely upon their play and the natural relationships between learning and life in their daily activities, interests, and questions.” (Early Childhood Today, www.scholastic.com)


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What Math Center’s look like in PreK 2

3 to 4 times a week we have Math Centers, after a whole group math mini-lesson, game or activity on the carpet. Usually 3 or 4 tables will be set up with games or math concept based activities. We rotate the centers depending on interest and what math skills we are focusing on. We often introduce new ones, but keep familiar ones in the loop.

This center time ranges from 20-35 mins depending on the interest or focus level of the children on a particular day. Sometimes Dodo or I do sit at one table and lead a focused activity, but most often these centers are for the children to independently explore. Children should be allowed to practice their working theories on the math concept that they are learning, independently-there can be no wrong learning here! Their exploration and play is their work!

It is very interesting to see how different children will utilize one set of cards in multiple ways. One child arranges the cards by numerical order. One child matches same numbers together and another child matches cards by color. Another uses the bear counters and practices one-to-one correspondence. All ways are correct and productive for their learning and at this point in their development, we do not worry whether or not they are correct with their reasoning. Letting the children explore gives them a hands on approach to problem solving their theories. Encouraging children to explore in their own way gives them ownership in their leaning and builds confidence when approaching new challenges. Children work in mix developmental levels. The peer to peer learning is more effect at this age than teacher to student. Watching their friends demonstrate their math thinking encourages children to try new ways to problem solve. They are being exposed to the big idea that learning looks different and that we can learn from each other.

Current math studies have found that children learn best and become more fluent in conceptual math when they can utilize their own algorithms rather than replicating procedural ways of producing math answers. Spending the early learning years exploring math as open-ended,conceptual based and hands on helps create a solid math foundation for problem solving skills later on.

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Laser Bug Flags

During our Belonging unit we identified our cultural and national flags. We tagged our math skills by comparing and contrasting each others flags and we counted how many friends each flag represented.

Each child explored different ways to recreate their own flag, through drawing and building them with Lego.

Creations

When your child brings home a “Creation” made from various scraps of paper and/or recyclables taped together, take them seriously and look at them as though they were a mini engineer, architect or designer.

They have taken simple household recyclables and used their representation and symbolic thinking to create something great from their imagination. They take their time and consider each step of the process, planning out where to connect each new piece of paper or plastic/cardboard item. While they work they are excited to describe what they are making and have discussions with other children about different details of their and other’s work.

When children bring home their “Creations” ask them to explain what they have made and ask them questions with interest about their machines, cars, robots, houses…..etc. I am sure that you will be surprised by their amazing imaginations and working theories.

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