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This is an activity I have done at home with Miss 5.  We regularly cook/bake. Whenever we do I take this as an opportunity to incorporate mathematical thinking. In this activity I got my daughter to place the cookies in rows, and  columns. We talked about 'how many in each row, how many in each column, we counted by two's,  we counted forwards, we talked about if I ate 2, how many would be left, how could we share these equally between us?'

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TURTLE ART.
During online learning last school year we covered a lot of mathematical concepts of shape, pattern and color. This exercise the children were instructed to draw a different pattern in each box. We presented a video instruction and talked about pattern as a repetition. We had previously taught ABAB and ABCABC and ABBABB etc pattern. We asked the children to really think about their own desgns and style.We also talked about other patterns such as animal skins and fabric. And how these kinds of patterns use line and shape.

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Next the students followed a guided drawing th=o draw a turtle. On the back of the turtles shell we divided the shell into different sections. Then we asked the children to copy one of theor patterns onto each section, adding color if they wish.

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This is a collaborative activity that emerged from my students' interest and inquiry about our bodies. On their own, while in free-time play in the classroom some students were laying down, having others to measure their height, making comments like "Let's see how tall you are", "You are very tall" etc. I instantly grabbed the opportunity and gave them a variety of materials to count with. I also encouraged them to use pencils and paper to write down their measurements and keep a record and then to present to their classmates the results of their inquiry if they wish to do so. Needless to say, we passed the next few weeks measuring everything that was around us, even the walls, the tables and their toys!

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In this activity I took my students out in the woods where they collaborated to collect leaves. The aim was to collect them and sort them out depending on certain properties such as their size, colour, and type of tree they had fallen from. The children worked in groups. In the end, each group presented their work to the rest of the children. Some students suggested to count the leaves and see which group found the most.

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This is an individual activity. I decided to use an example from home and not from the class as I don't have access to all my photos and i couldn't find something representative. Together with my daughter- she loves baking and cooking-  we cook and bake a lot. We made a cookies. We measured everything with cups etc. while the cookies were baking she starting "drawing" something. I asked her what it was and she told me she wrote down the recipe so we remembered how to do it next time without having to look into the cook book and to know how much of each ingredient we should add. She added measurements and quantities and tried representing them with "numbers". In the end she drew a heart because we made heart shaped cookies.

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During investigation time, the boy made a pizza. Teacher cut it in half for us to share. Then he said it wasn’t enough pieces as there were 4 of us at the table. He then cut it into quarters. When another child sat down he cut off another small portion. I shared out the pizza giving him the small piece and he said he didn’t want that one as it was too small. The boy demonstrated an understanding of 1:1 correspondence and equal sharing with size.

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The children we introduced to the term measurement and asked if they knew that word or what they knew about that word. Many of them had heard it before when getting their feet measured. Before introducing standard units of measurements to the children, I asked them to try figure out a way of measuring a variety of classroom objects such as markers, books etc. I had a table of different materials such as cubes, pegs, counters, lollipop sticks and asked the children to choose something to measure their markers. Some children used longer items like pencils and lollipop sticks to measure. This child in particular chose cubes because he wanted to use lots of cubes to measure the marker. On discussing why he chose cubes he said 'if I chose a lollipop sticks I wouldn't need a lot to measure the marker.' This amazed me and led into a discussion on why we need a standard unit of measurement!

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This exploration tool place during HWOO unit, the central idea   People in village and town live differently. I'm actually struggling to say if it was individual or collaborative effort. Though it was a whole-group activity, every child was working on his/her own, so we can consider it being individual. In Math, we have been practicing number recognition. So the activity was developed into play (guided gradually turning into unguided). First, children played a farm market, where they all came with their goods and exchanged them for what they needed (e.g. marshmallows for juice). But then in a city market we needed money so we first made a bank. Children needed to get money in the bank and they used it to buy goods in the café. The customers go to the café and see how much money (what number) they need, then go to the bank and need to say the number to receive the right amount of money and buy goods in the café. The bank worker needs to listen to the number, find a matching banknote and give to the customer.
You can see the video of children playing here with our magnificent teacher scaffolding https://drive.google.com/file/d/1MCAPtidzi4gsRK30LwGqSJOs5D1gXpZw/view?usp=sharing

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In this moment, children were exploring the idea of ordering numbers, as a child had the question "How can you order numbers from 1-20?" This child drew a very complex picture with circles and lines. As I observed her she was practicing counting to 100, while speaking Korean to her friend beside her. Although working independently, she was communicating with her friend and they were counting together while drawing their own pictures.

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Today one of my student enjoyed drawing using the pen, she counted 1-4, and started to write the number 1, 2, 3 on the paper, she also drew different shapes, e.g. she drew a circle and a square and a triangle. and she could tell the teacher what shape she drew correctly. She also made up a story of what she drew using her imagination and she is making connection to her own experience.

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During our UoI How We Express Ourselves we explored patterning and discovered that it was present all around us! The children explored patterns inside and in nature, and we also explore patterns in music, movement and artwork. We provided numerous materials for children to explore creating their own patterns including natural materials, buttons, beads, blocks, wishing stones, musical instruments, art mediums. The first photo is a small group of 3 girls independently creating their own patterns with blocks. Later in the week one of these girls created a pattern with painting. This was child led and independent.

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Sorry it only let me add one photo and I couldn't edit!

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This tower was built by three girls in my class. After having asked the class to make a shelter for a puppet who was scared of the rain. The whole class for the duration of that week continued to make house  like structures.  The picture below is an example of such a structure that came about during free play.

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To transition between our 2 Units of Inquiry : Who we are, line of inquiry : likes and dislikes and How we express ourselves play   I had planned a powerpoint activity : Would you rather... ?
Students had to look at each slide and chose what activity / game they would rather do. Then they had to gather on the left or right of the board. One student would count out loud each group then write tallies under each picture. As a group we discussed which activity was the most popular in the class. So this was both individual and collective work I guess ...

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Since we are all virtual this year and I am working more in a coaching teacher role, I am going to share from my 2nd grade class last year. During our How the World Works Unit, we take a field trip to the Children's science center. It is a very hands on experience and the kids love it. During one of the activities the students got to work on their own or with partners to build a tower as tall as they could using wooden blocks. This activity allows them to use Math by noticing patterns and what shapes help them to build taller towers. Also, all the socialization leads to many conversations about how they should try to make it "taller" or "use this shape" or try this "pattern" or you hear "counting" as they try to tell you how many blocks they used. Also, after this activity many student spent time drawing out different designs or try to build different designs. Such a simple 'play' activity is actually full of Math and problem solving learning.

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As part of our UOI 'How We Organise Ourselves' - Central Idea: How People's skills contribute to a community - we inquired into Howard Gardner's Multiple Intelligences and how each of these 'intelligences' or 'smarts' help each of us to contribute to our communities. To tune into the Maths Intelligences we read the picture book 'Counting on Frank' by Rod Clement. The children connected mainly with the capacity component - so we set up a provocation to explore capacity using informal units of measure. We set out glass jars, a combination of different sized objects and scales and posed the following questions - What object will you choose to fill your first and second jar? How many do you think will fit inside the jars? How many objects did it take to fill each jar? Did each glass have the same number of objects inside? Why? After the hands on exploration the children used mark making to record their measurements. We then discussed how you we can use our mathematical skills in everyday life to contribute to our communities.

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Student have been exploring counting and understanding that we can represent quantities in different ways.During this activity, students were asked to draw me a picture of what they see in the classroom. Students chose their own partner to work with and there were a few groups with 3 children. Students then discussed their picture with their classmates. I asked them some 'how many' questions and I also asked them how else we can represent the same numbers. I had some groups compare their pictures and ask them if they saw similarities. We talked about using numerals, tally marks, pictures, letters to represent their friends. We talked about how sometimes things may look different but have the same meaning. There was a lot of thinking required for this activity, but once I started to point them in the right direction and ask questions, they started to make more connections.

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We explored in class our place in time by creating timelines. This was done virtually, so the student clearly got help writing years, but the parent said the child made the horizontal line like I modeled in class and put his own vertical lines to show when he was born and other important events in his life.

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This was a collaborative effort, by 3 girls in my class. After we did a problem solving lesson where the puppet need a shelter from rain. The girls in the class developed an inteterest in the blocks corner. Its mathematical nature can be found in the fact that they were using geometrical shapes. The intent was not to make a tower but rather these blocks had to be placed in a way in which the puppet could be put in it. Balancing the blocks and the size of the blocks used was the topic of conversation and this particular structure was complete d during free play, which made it very precocious to me.