EDUC3062 case study brainstorms by

48623J — 2025-03-23 13:59:18 UTC

Sophie, a four-year-old child, is playing in the block area with a collection of small dinosaur figurines. She lines them up carefully on top of a row of wooden blocks, arranging them in a straight line. As she plays, she begins to count the dinosaurs aloud. Sophie confidently counts each dinosaur, touching them one by one: “One, two, three, four, five, six.” She seems excited and repeats the process a few times. When asked, “How many dinosaurs do you have?” she looks at them and starts counting from one again, rather than recalling the total number she just counted.

48623J — 2025-03-23 14:01:43 UTC

A small group of children are playing with wooden blocks during free play. Maya begins stacking blocks, saying, “I’m making it tall, super tall!” Liam joins her, adding blocks to the other side of the structure.

Maya counts aloud: “One, two, three, four, five…” She stops and looks at Liam’s side, then frowns:
“Hey, yours is taller than mine. That’s not fair.”

Liam grins and adds another block: “Now it’s super taller!”

Maya moves a block from the bottom of her tower and tries to add it to the top, but it topples over.

She sighs, “Ugh. I need the square ones. They’re better.”

48623J — 2025-03-23 14:07:53 UTC

During outdoor play, a group of children are using toy cars to drive down a chalk track they have drawn on the pavement. After racing, Noah exclaims, “Mine was the fastest!” Zara disagrees and shouts that her car was faster. Mia says, “Mine won. It went all the way down there,” pointing to the flower bed at the end of the veranda.

48623J — 2025-03-23 14:29:34 UTC

Mila and Katie are playing outside, making a ‘fairy house’ in the garden. Chelsea notices the two girls gathering leaves and comes to join the game, saying, “Here are some leaves.” Katie replies, “No, Chelsea, see, our leaves are big and yellow. We need them like this.” Chelsea collects a small handful of different yellow leaves and brings them back to the girls. “Yes, that one,” Katie says, taking one out of the pile. “No, not these,” she adds, handing the rest back. “Ok,” says Chelsea, and she continues searching for leaves that are suitable for the game.

48623J — 2025-03-23 14:29:40 UTC

A group of children are playing at the water trolley. They are using toy boats, ocean creatures, and other utensils. Kai is placing ocean creatures on the boat, a small handful at a time. Jack adds a large handful to Kai’s boat. Kai laughs, saying, “Yes, more, more!” Jack continues adding ocean creatures until they start falling off the boat. At this point, he tells Kai, “Oh no, too many.”

48623J — 2025-03-23 14:40:38 UTC

Michael and Isobel are playing in the ice-cream café. Jessica comes, pushing a baby in a pram, and orders an ice-cream, saying, “Can I have one? I want an ice-cream, please.” Michael says, “Yep, which one?” pointing to the pictures of the ice-cream the shop sells. Jessica points to an ice-cream with three scoops. Isobel says, “I am making them,” and proceeds to copy the picture, making an ice-cream. Michael says, “And make one for the baby.” Isobel makes a second ice-cream as well and hands them both to Jessica.

48623J — 2025-03-23 14:47:54 UTC

The children are engaged in tidying up after playing with a variety of construction sets that have been mixed together. James is picking up handfuls of construction pieces and dropping them into any box without paying attention to which pieces belong where. Meanwhile, Bobby is carefully taking out construction pieces and sorting them into the correct boxes. After a few minutes, Bobby becomes frustrated and shouts at James, “That doesn't go there!” Despite Bobby’s protest, James continues placing pieces randomly into whichever box is nearby.

48623J — 2025-03-23 14:54:23 UTC

Evie is setting up a picnic for the teddy bears. She brings five bears to the rug and sits the bears around the picnic basket. Opening the basket, she collects a plate for each bear, taking out one plate at a time to place in front of each bear. She takes out all the cups in the basket (there are three). She puts a cup at three plates, then tells the teacher she needs more cups.

48623J — 2025-03-23 14:58:27 UTC

Max is filling a small red bucket with sand using a scoop. He says, “I’m making a volcano.” He fills the bucket to the top and tips it upside down. The sand slides out in a small pile. He frowns and says, “That’s too small. I need a bigger one.” He looks around and picks up a larger yellow bucket. After filling it, he tips it over and the pile is much taller. Amir claps and says, “That’s better, it’s big like a real volcano!”

48623J — 2025-03-23 15:02:46 UTC

Sofia is at the play dough table, rolling a ball of dough between her hands. “I’m making cookies,” she says, pressing the ball flat with a rolling pin. She uses a cutter to make a circle, then begins pulling pieces off unevenly with her fingers. “It’s for sharing,” she says, placing three larger pieces on a plate. “One for me, one for Mila, and one for the baby.” She looks at what’s left in her hand and frowns. “Oh… I don’t have one for Freddie.” She squishes the leftover dough onto the plate and says, “This can be his one.”

48623J — 2025-03-23 15:05:35 UTC

Ethan is at the play dough table, rolling pieces into long “snakes.” He stretches one out and says, “This is the longest snake!”

Ava, sitting nearby, starts rolling her own. Ethan watches her and quickly says, “Mine is longer because it’s fatter.”

The educator notices both snakes on the table. Ethan’s is thicker but not as long. Ava’s is thinner and stretched further across the table.

Ethan picks up his snake and moves it next to Ava’s, saying again, “See? Mine is bigger.” He places it above hers but doesn’t line up the ends.

Ava points and says, “But mine goes all the way to the edge.” Ethan looks for a moment but repeats, “Yeah, but mine’s the biggest one.”

48623J — 2025-03-23 15:07:38 UTC

Layla is playing at the water trolley, pouring water from one container to another. She fills a tall, thin cup and says, “This one has more than the fat one,” pointing to a short, wide container.

The educator asks, “Are you sure?”
Layla nods. “Yep, because it’s taller!”

2025-03-27 03:52:17 UTC

Ramp racing: Build ramps at different heights and measure how far the toy cars travel by measuring with informal measurement units.

2025-03-27 03:53:49 UTC

Blocks and measuring tape

2025-03-27 03:53:50 UTC

Incorporate measuring tape in block building. Stuck two feet of the tape on the wall and opened up a challenge to children to use different blocks to build towers as tall as the measuring tape.

Sink or float make it math based

2025-03-27 03:55:34 UTC

Talk about size, weight, shape.

Measure children with blocks

2025-03-27 03:56:36 UTC

introduce nonstandard measurement
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object
Directly compare two objects with a measurable attribute in common to see which object has “more of”/”less of” the attribute, and describe the difference.

How high is the whole spray?

2025-03-27 03:56:58 UTC

Use counters to count how high your whales spray is.

2025-03-27 03:57:05 UTC

Roll the die, count out that number of sharks and place them in one aquarium

Questions:

Which aquarium has more sharks?

Which one has fewer sharks?
Do the aquariums have an even amount of sharks?
How do you know?

Counting Cars: Create a car park for your race cars and count how many cars are in the parking lot.

2025-03-27 03:59:12 UTC

Maya tower.

2025-03-27 05:32:27 UTC

Maya asked to use the square one instead. To extent this I suggest continue measuring using the concept of tall and short. Maya can also counts how many blocks she have. Using different blocks Maya can stack the blocks and make stairs from smallest number to the biggest number.

Maya tower extended

2025-03-27 05:46:14 UTC

Maya could build two separate towers one out of squares and measure the square tower against the other one made from larger blocks and seeing which tower is shorter and taller or are they same height. The educator could also ask why is this tower shorter or taller or at the same height.