# Sharing numerical thinking with parents

When the children came together to plan what learning they would share with parents this month, someone suggested one of the counting games we play regularly. This gave someone else an idea about a game with a 100 square. This made someone else think of a card game we often play. That reminded someone else of a dice game! Before long, we had a long list of number engagements to share at our monthly parent sharing session.

It is delightful to see the children so deeply engaged in explaining the games to their parents, offering help and sharing strategies when needed. This role reversal, with children as teachers and adults as learners is a powerful experience for both children and parents.

# Counting Large Numbers

Recently some of the children have shown a particular interest in counting larger sets. I was intrigued to see what strategies they would use for counting numbers over 100, and I wanted to see how much they understood about the relationship between ones, tens and hundreds. I told the children that I had noticed that some of them were interested in working with bigger numbers and suggested that they count all the cubes in our math tubs. The children liked this idea. I explained to them that I wanted to know about their mathematical thinking and the strategies they were using, and that I would be recording their conversations. Below is an example of the conversations the children were having.

• When we finish all of them, lets put all our piles to together so we are not in muddle.
• I got 148
• Now lets put them all together
• No, lets add them with the numbers (goes to get whiteboard and marker)
• How many have you got?
• I cant quite remember because there is so much. It’s because everything is in a muddle. That’s why I’m putting them together. I’m making a line. It’s easier if you do that, then you can count better.
• Well I counted in twos and it was much easier. But you can count like that in twos, in a line.
• Oh yeah, that’s a good idea, to count in twos. Then we can make pairs and count the together.
• Will I help you? It will be quicker if we make tens.
• Yeah, its easier because this way is very easy. Otherwise if you do it in ones it will be very hard because it will take a very long time.

Counting Large numbers on PhotoPeach

The children conducted their inquiry with very little help from the adults.  They were engaged for a two hours, spread over two days. As the children worked, they were:

• exchanging and building on each others’ ideas
• developing, testing and modifying theories
• problem solving and trying new strategies
• explaining their thinking as they helped each other

# Saku’s Tangerines

Often, a student will bring something to our morning meeting which captures the interest of the whole group and provides an authentic learning opportunity related to the children’s own experiences. This morning, Saku came to school with a paper bag full of tangerines. He explained that he had picked them with his family over the weekend. The children were intrigued and began to question Saku. They got to wondering how many tangerines were in the bag. I saw a mathematical window of opportunity and abandoned my plans, to follow the children’s interest.

An hour later, the children had:

• estimated
• discussed and revised theories
• recorded information in a table
• analyzed the information
• tested their theories
• explained and compared strategies for accurate counting
• divided by 9 (and got a remainder)!
• discussed their mathematical thinking
• listened to the mathematical thinking of others

Saku’s Tangerines. on PhotoPeach