We have been learning all about numbers!

... their relationship to one another, their sequence, even how to break down a number into two smaller numbers. We have done all this without ever actually having used a numeral system or saying a number by name. One or both of these questions might pop in your head: How? and Why?

Here in the Trees Class Blog, you'll find the answers to both these questions!

In the classroom, we used Cuisenaire rods, a math manipulative teaching tool. The children quickly discovered that there were ten different rods, each with their own length and color. We then learned that if you increase each rod by the length of the smallest white rod, you would find the correct rod to make the next step up.

Children completed a set of stairs to show their understanding. Upon completing the stairway, each child had built a model a three dimensional model of the numbers one through ten. We could see and feel the difference between different numerical qualities and how they related to each other. We could see and be excited by the beauty of a mathematical gold sequence being displayed visually.

By the next week, a number of children had noticed that you could line up many of the smallest white rods to match the length of the larger roads. In this way, they were learning that many “ones” go into larger numbers. The challenge was to see how many white blocks it took to match the length of the various other colored rods.

Next came the Bag Game challenge. This popular game challenged the children to identify the rod hidden inside a bag only by touch. They would name the color they thought was inside, open the bag, and see if they were right. In addition to being a lot of fun, this exercise brought our minds deeper into understanding quantity in three-dimensional space, this time by touch only.

This week, the challenge has been to find out how many ways to make an orange-length rod out of two other rods. It won't be long now before we circle back to the idea of the staircase and counting the steps from the smallest to the largest. The children will be challenged to come up with the new names for the rods, this time without using the colors as a reference point. It will be exciting to help them discover that each rod can be named for the number it represents. We can then make the connection that because we know that the yellow rod represents the number five, and we also see that two yellow rods together are the same length as an orange rod (10), that 5 and 5 together make 10.

So, why not simply start with actual numbers? Name them by name and write them out? In doing so, we would be starting with the abstraction of what a number actually is, and then we would have to work backwards with the children to discover the structure behind this system. Cuisenaire rods allow us to start tactilely with the physical and relational sense of what a number is before an abstract symbol it is assigned to it.

When asked, many four- and five-year-olds already know to say that 5+5 = 10, but the likelihood of them fully understanding what they are saying is quite low. So instead of starting there, or even with practicing writing numbers out, our work with the rods will help lead the children to a much more concrete understanding of what a number actually means.

Next time you are in the Trees Class, try your hand at them!

Our drawing work continues!

The children have continued to work hard on drawing human figures. They are looking carefully at body parts and thinking about proportions and details.  They have been reflecting on their work and making more than one draft, thinking about what they might work on when they draw the same thing a second time.  Through this process, many children have concentrated on what they personally need to work on, such as “slowing down” or “working carefully”.  

Observing carefully to know what to draw.  

Thinking about and studying drawings.

Focusing on details.

The children are also employing several habits of good learners as they work on their drawings:  reflecting on their work, persisting, taking risks, working with stamina and attention, and striving for excellence. It is a great skill to develop the ability to look at one’s work and compare more than one drawing and to think about the process and the result.

Two drafts where there are noticeable changes.

Hard at work!

One child reflected that the reason he did another draft was “…because the hands [in the first drawing] were too big.  And, it was not beautiful.  It was scribble scrabble.”  

More hard work!

Building on and connecting our work!

We have been building on our drawing work over the course of the past few weeks.  When we returned from our break, we began with the task of practicing drawing squares, a very important skill for children to develop.  

Looking at large chalk squares.

First, children drew large squares on a vertical surface, which helps to develop strong arm and hand muscles as they must move against the pull of gravity as they work.  It also places the child’s hand in the best position for using wrist strength and stability.  In this position children are able to maintain an upright position and encourages head control, as well as hand eye control so children can more easily see their hands at work at eye level.  

Using squares to make a house.

Children have been drawing these chalk squares on somewhat rough paper.  Both the paper and the chalk create some friction, requiring the children to press hard, use a strong grip, and steady their hands as they work. Chalk provides more feedback than writing with markers or crayons.  Then, children used a small wet sponge to “erase” their chalk squares on the large paper.  This process replicates the motions that they used to draw the squares.  When children practice large motor movements, not only does it help to develop strong shoulder, arm, and hand muscles that will in turn help to develop fine motor strength and control, but it helps the brain to develop muscle memory about how to make the shape so that it can be replicated at other times.  Children have also been drawing squares with chalk on a horizontal surface on small pieces of paper.  They have turned these squares into a variety of objects:  we have seen a bunny, cars, houses, an accordion, a fire hydrant, a dragon, a cow and more! We hope you will take a look at these drawings in our classrooms.

When it was Tia’s time to turn her her small square into something, she decided to create a person.  We have noticed that sometimes children draw stick figures, which is a quick and simple way to draw a person, but not necessarily accurate.  We have talked about how human bodies are not just sticks and straight lines!  Tia’s drawing was brought to the whole group to show how to improve our drawings of human figures.  Children could see how they can use shapes--not just one line--to make different body parts.  They are connecting and applying what they are learning in new situations. We are working on drawing slowly and carefully, often making more than one draft, and reflecting on our work.  In the process of drawing bodies, the children are also continuing to work on fine motor skills as well as artistic skills. 

   

            

  

 All of these activities contribute to fundamentals that will be built upon in the future as children write and draw.  It is exciting work!

• Parent Gatherings to make note of:
• January 21, 7 PM Paul Yellin presentation
• January 29, 7 PM Together for Tomorrow launch party
  
  

Look at this! A blog for the Trees Class. How fancy!

To start our new year off, we have been constructing a tree garden in the Trees Class block area. The idea started with making a Christmas tree, but it quickly grew into a full-fledged forest of a wide variety of trees protected by a beautiful garden wall with outer and inner gates.

Our Tree Garden after the first day of building. Still a little wobbly!

When we were in the planning stage, one child was certain that it was too hard to make trees out of blocks. He was quickly impressed by everyone’s ideas of how that very thing might be done and then he was eager to contribute. At first things were a bit wobbly, but ideas about how to strengthen structures while keeping them beautiful sprang up as quickly as the garden seemed to.

By the end of Tuesday's work period, the garden was quite an impressive sight. No two trees have the same construction -- straight pieces, curves, even triangles were used to construct the roots, trunks and branches of the trees.  Colored blocks and paper were used to adorn the trees with leaves, as well as a pond and stream “to keep the garden wet and the trees growing big, big BIG”. This is our first venture into multimedia work in the blocks area and we are excited to see where this merging of materials might take us.

Jesus and his protectors in the Garden.

Finally on Thursday, the whole cast of the Nativity moved from the worship basket into the garden and took part in a dramatic story where angels were fighting off bad guys to protect the baby Jesus. Sheep, shepherds and wise men were to be found among the roots and branches, all working with the angels to protect the Holy Family. When I asked the children why Jesus and his family were up in a tree, the reply was, “Because a garden is a good place for Jesus!”

Prophetic story telling is alive and well in the Trees Class blocks area...

See you next week!