Preponderance of Pumpkins

Early pumpkin exploration

As October pressed on, there was an increasing interest expressed in pumpkins. In fact, many unsolicited pumpkins arrived on our tables (thank you!) and opened the window for many math, language, creative and musical explorations. We had opportunity to hear about your visits to the pumpkin patch, and the many success stories of home grown pumpkins. Still life renditions were created. We read stories and watched videos exploring the life cycle of a pumpkin. Some seeds are set aside with the intention of starting our own little pumpkin patch, come spring.

The timely appearance of pumpkins provided many sustained inquiries and opportunities for math in our focus groups and independent play. In these small groups, we capitalized on the childrens' natural curiosity, which allowed us to be the "guide on the side" as opposed to the "sage on stage".

My approach to mathematics and numeracy continues to develop, and capitalize on learning opportunities. Our intention is to "spark" a curiosity. With our knowledge of the spiralling curriculum (concepts are built upon each year, K-8) we take children from one level to the next, and allow them to progress at the perfect pace for them. Numeracy provocations were inspired, and we broke out into our focus groups...

To play.

To explore.

To observe.

To create.

One numeracy math provocation

  

The children explored and discussed. The "spark" was evident as they poured over the manipulatives before them.

Measuring tape mayhem

 

There were trials, and it was interesting to see the many directions the children went with the materials available. Clearly, they were building upon their prior knowledge. These could not have been unfamiliar items: a weight scale and a measuring tape. Their actions indicated they had some understanding of how to use them. From here, we build.

Measuring the "perimetre" of the pumpkin 

 

There were some prompts to really observe the measuring tape. "What do you notice?"  They noticed that there were the numbers 1, 2 , 3 ... like a number line. So, we started again at 0, and wrapped our way around the pumpkin. Someone announced, " 52! " and I asked, " 52 what? "  My question was never really answered, and they moved onto something else.

 



Building around the perimetre of the pumpkin.

 

The children started building/measuring/counting around the pumpkin using blocks. We'll get there eventually - identifying standard units of measure (e.g. centimetres ), and using terminology such as circumference and diametre. But in the meantime, their experience is expanding and curiosity is piqued. I assure myself that it won't be the last time the children use the measuring tapes. And in the meantime, using non-standard units of measurement is right on target for the kindergarten curriculum.

 

 

Meanwhile, in other parts of the classroom, children discovered that when they press down on the pumpkin with force, the number gets bigger on the scale. Connections are made to home, when they stand on the bathroom scale with one foot, and then two feet.

 

 

The exploration wasn't over yet. Balance scales captured the childrens' interest, and they took part in the exploration of items in one bucket v.s. the mini pumpkin in the opposite bucket.

 

 

Admittedly, there was some "front loading" of information to assist with the balance scale "play". And, I was thrilled to recently acquire little weights to add to this exploration centre.

This little person is indicating that he finally applied the right weight in the bucket in order for the pumpkin and opposite bucket to achieve balance. This is kind of a big deal :)

There are moments when I stand in awe at the amount of enthusiasm that the children express, and the content covered during a "break out" session in our focus groups. Without paper and pencil tasks, the children are truly exploring, and their learning is relevant and concrete.

We thank you for dropping by our atelier.