Wildflowers
This build was made with more than one set of Froebel Gifts Boxes 7, 8S, and 9. The dissection picture shows setting up for counting in groups of five, rows of five (but I didn't have room to arrange the 6" sticks that way). It also shows which two types of blocks I used 100% of my available blocks.
The picture took two morning sessions of about 90 minutes each, and the dissection took one morning session, also about 90 minutes. For children it likely could be a longer project.
The picture took two morning sessions of about 90 minutes each, and the dissection took one morning session, also about 90 minutes. For children it likely could be a longer project.
Things you can build with a BIG supply of blocks.
Coloring book design prompt
I found a coloring book page at the Austin Creative Reuse shop, and used it as a prompt for a tile, stick, arc, and points giraffe. The final photo is the prep for putting everything away - depending on the age of the student, math enhancement can be as simple as counting the colors or as complex as calculating the percentages of available types of blocks used in this one project. Building a picture can illustrate a researched report or a story.
A complicated build, for the Iron John movie I'm working on - but it still demos the process: make a picture from a prompt or not, then when you're ready (ideally the next day), sort the pieces to get ready to return them to their box. This is where the math likes to play!
Estimate first, and document the student's estimates, or have them do so. Then count, document, and return each set to the boxes. Then compare student's estimate to the actual data.
Here what's most important is, not to treat the estimate as a "mistake". Brain-friendly education means the attitude of the adult/teacher is "I love thinking about math with you". In my example, I used my big mistake as an opportunity to do more calculations.
Estimate first, and document the student's estimates, or have them do so. Then count, document, and return each set to the boxes. Then compare student's estimate to the actual data.
Here what's most important is, not to treat the estimate as a "mistake". Brain-friendly education means the attitude of the adult/teacher is "I love thinking about math with you". In my example, I used my big mistake as an opportunity to do more calculations.
Japanese Bouquet
Introducing Boxes 7, 8S, 8R, and 9 to Kindergarten / 1st grade
Take a drawing the child has made - I used Cardinal in Snow, drawn by Jessica age 7 (me, 1966). Invite the child to watch you build a "version" of their picture, using tiles, sticks, and points. Demonstrate that pieces are removed from the boxes one by one, and tell the child that these boxes are never dumped. Demonstrate rearranging the design until you are happy with it, and being content with the two versions never completely matching. Photograph the build, and print a copy if desired. Leave the build in place for at least one day.
When it's time to put the construction away, math practice opportunities arise! Help the child sort the pieces by type, and invite to analyze them before finally returning them to their containers. Options include: give numeral tiles or paper and pencil to record numbers of types, show how to arrange for skip-counting pieces, invite child to tally or graph on a larger piece of paper, practice using 100% of the available blocks in a shape and color and noting this.
When you notice errors, here's how to address them: ask the child to talk about how they got their answer. This process usually results in children realizing the error on their own. It's a good idea to ask the child to describe how they got their answer even when you know they are correct - that way they don't assume questions mean the authority figure knows something they don't. Instead, questions are associated with interest. Never point out errors in calculating.
When it's time to put the construction away, math practice opportunities arise! Help the child sort the pieces by type, and invite to analyze them before finally returning them to their containers. Options include: give numeral tiles or paper and pencil to record numbers of types, show how to arrange for skip-counting pieces, invite child to tally or graph on a larger piece of paper, practice using 100% of the available blocks in a shape and color and noting this.
When you notice errors, here's how to address them: ask the child to talk about how they got their answer. This process usually results in children realizing the error on their own. It's a good idea to ask the child to describe how they got their answer even when you know they are correct - that way they don't assume questions mean the authority figure knows something they don't. Instead, questions are associated with interest. Never point out errors in calculating.
Researched via encyclopedia and internet.
This vocabulary could be page one of a report. |
I was given a second set of Froebel - trying out having the tiles storage sorted into A and B. Many thanks to Lisa of Hawthorne Montessori in Austin, a school now closed.
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Reading Graphs for Understanding:
Which color was used least? Which shape was used most? Are there any elements charted with zero in all categories?
Parts of the Castle
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I researched castles, built a version using Boxes 5, 5B, and 6, and labeled various parts.
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