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Carruthers, E., & Worthington, M. (2011). Understanding children’s mathematical graphics : beginnings in play. Open University Press.

Smith, K. (2008). How to be an explorer of the world: Portable Life Museum.

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As I was walking towards the bridge, the sound of the water flowing down the river caught my attention. I stopped on the bridge and began observing the water. Watching the water flow down the river, question after question were being asked in my head. Who lives in this river? What shapes are found in the river? Where does this river take me? When will I find the end? Why does it create whitewater around the rocks? I begin noticing the different shapes in the water, whirlpools, the little fishies swimming in the water, splish-splashing from the children throwing rocks in the water.

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Observation - As I was cleaning my room, I noticed the arrangement of my pant drawers. I have all my leggings in one drawer, my jeans in another, joggers in one and sweatpants in one. I have them all separated by style and colour coordinate them. Leggings go from dark colour to light and my black pairs are in a separate pile. My jeans at the bottom start with the ones I wear the least to the ones I wear the most at the top of the pile as well as my sweatpants. Why is that? I have some pants colour coordinated because I wear all of those ones the same amount however with my jeans and sweatpants, I only wear a handful of them so I placed them from worn the least to the most rather than going by colour as I would have to dig to the bottom of the pile for one of my favourite pairs I wear the most.

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1. Counting the total number of pants
2. Grouping by styles
3. Sorting by colour
4. Order from favourite to least favourite
It had me using so many different mathematical concepts during my process. I was counting, sorting, grouping, collecting data, analyzing, and so much more!

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I went to pick up goldfish for work. As I was choosing which ones, I noticed all the different flavours offered such as cheddar, ranch, pizza, whole grain, pretzel, vanilla cupcake, salt & vinegar. I noticed all the different colours offered, orange, multicolored, brown, white. As I was observing, I thought about all the different things we can do with children and the goldfish. A snack that many children enjoy. We can count them, share our favourite flavour, organize them by colour or flavor, put them into groups, sweet and savory, etc. I thought I would go and get the original cheddar goldfish but had to decide when I got there after finding all these different flavours offered.
I brought the list of all the different flavours to work and with the children, we crossed off all the flavours we had tried individually and as a group and counted up the number of flavours we had tried. We used probability to determine the likelihood of choosing a new flavour or one we had tried before.

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As I sat on the beach watching the sunrise, I knew that it was morning time. That same day, I went back to a beach and watched the sunset and knew it was night time. During the day, I sat outside with the sun shining and can say it is daytime when the sun is shining. For a few days, rather than relying on my phone to give me the exact time, I tried to look outside and observe the sun to determine the time of day.

Sunrise - 5:20AM

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Daytime - 2:00PM

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Sunset - 9:00 PM

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As I was at work, I began observing all the different patterns I encompass every day but never stopped my day and observed and think with the patterns. I began counting and measuring. I thought what happens if these pieces that put the pattern together were flipped? Would the pattern stay the same? Will this mirror the original pattern if I flipped it 180 degrees?
Rectangles, squares straight lines, horizontal, vertical, perpendicular...the list goes on and on! Patterns can be found in so many different places.

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Walking along the path noticing all the different types of trees. Big, little, thin, thick, so many to see! As I think with the trees around me, how old is this one? How old is that one? Do they want sunlight? Are they thirsty for water? As the questions continue, I begin to notice all these questions relate to mathematical concepts. Numbers for the age of each tree. Measuring how much water each tree needs. Decision making on whether or not a tree needs sunlight.

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Tropical and subtropical coniferous forests