Learning story

(3/9/2018)
Explore early mathematics and numeracy learning concepts

Anirudh shows interests in exploring different mathematic and numeracy learning experiences today,
measuring, estimating, counting sides and corners shapes and creating shapes. He began by wanting to
measure how long the paper is using the ruler, I assisted him by helping him adjust the ruler nest to the
paper properly and asked him to identify what number on the ruler. He said “30”. “Wow the paper is 30
centimetres long”. Then Anirudh measured the texture, “Look! it’s 15 centimetres”. After that he saw
measuring numbers on the scissor on the table, he said “that’s 5” he measured his finger using the
scissor and said “look! My finger is 5 centimetres like the scissor”.

Anirudh continued measuring things; he lined the textures along the ruler to see how many texture will
make the same length as the ruler, and he found out that two textures together have the same length as
the ruler. I said to him “wow, one texture is 15cms long, you put two textures together they are the same
length as the ruler. How long is the ruler?”. “30cms” he replied. “So, that means 15 +15 equal?” “30!”
he answered. Anirudh got more texture to line up, and they are longer than the ruler, so I gave him a
50cms ruler to use. He lined up 5 textures and said “the ruler is shorter than 5 textures”. “How long is
the ruler?” Anirudh looked at the number at the end of the ruler and said “50cms long, and these textures
are longer than 50cms long”. Then he used the ruler to measure table’s height, the craft trolley, and his
friend’s height and compared with his own height. Anirudh was able to read the number up to 50, I
helped him identify the numbers above 50, and he picked up every quickly and able to read those
numbers after he was told. He used two rulers to measure another child’s height, and I helped him added
the numbers together to identify how high him and his peer are. Anirudh found out that he is 100cms tall
and his friend is 110cms tall and said that V is taller than him. So I asked him “How many centimetres is
V taller than you?”, “110” he replied. Then I asked him again and wrote down the numbers, “You are
100cms tall, and V is 110cms, so how many centimetres a 110cms is taller than the 100cms? Anirudh
looked at the numbers and said “10 centimetres!”.
After that Anirudh used the textures to create different shapes such as triangle, square and rectangle, and
started to count the sides of those shapes, I then encouraged him to count the corners too. He was able to
identify and count the corners and side of those shapes. He then brought out the rubber shapes, Anirudh
was able to identify all the common shapes and count the sides and corners of them. After that he wanted
to find out how many shapes can stack on the texture and how many texture can fit in the stamp lid. He
counted them one-to-one correspondence.

Analysis:

Anirudh shows great interest in mathematics and numeracy learning concepts such as measuring,
estimating, volume, shapes, position words and height. He shows dispositions for learning such as
curiosity, creativity, commitment, confidence, enthusiasm, persistence and flexibility (EYLF outcome
4.1, DEEWR, 2009). Anirudh also develop learning process skills such as hypothesising, problem
solving and experimentation (EYLF learning outcome 4.2, DEEWR, 2009). He displays great and sound
mathematics and numeracy understanding and skills. He appear to be quick learner as, he picks up new
mathematic words and use them in his learning experience straight away.

Follow up:
- For Anirudh to explore further in measuring concept of mathematics, through experiences such
as measuring comparing height of the children in the room, measuring furniture.
- Provide measuring tapes and rulers for Anirudh to use in the construction area.
- Explore volume
- Provide experiences that involve counting, shapes, pattern
- Introduce addition and subtraction