Measuring With Pumpkins

Video: 

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Explorations in using non-standard methods of measurement.

NAEYC

NAEYC: 

Areas of Development: Social-Emotional

2.B.01- Children in Ms. Hand's class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

Ms. Hand responds to a child's request to figure out how tall she is using paper pumpkins as a tool for measuring. She helps children engage in the activity and stops for a moment to listen to Logan as he describes how he was offering to share with another child. She then invites Logan to be measured with pumpkins. When Kyla expresses interest in being measured with pumpkins, Ms. Hand tells her that she can have a turn after Logan.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.F.02- In Ms. Hand's class children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.

Ms. Hand has provided the children in her class a pumpkin number line they can use to measure how tall their friends are. The first pumpkin in the line is marked with a number 1 and each successive pumpkin shows the appropriate successive number. As the children measure each other's height, they count the pumpkins starting at the child's feet and ending at the top of the child's head.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.F.05- Children in Ms. Hand's class are provided varied opportunities...to help them understand the concept of measurement by using...non-standard units of measurement.

The children in Ms. Hand's class are taking turns measuring each other's height with a pumpkin number line. Each pumpkin has a number on it to reinforce the idea of ever increasing numbers being used to measure objects, such as numbers on a yard stick or meter stick.

IELS

IELS: 

8.2-Engagement and Persistence

Children purposefully choose and persist in experiences and activities.

Children persist in and complete a variety of both caregiver-directed and self-initiated tasks, activities, projects, and experiences... and...maintain concentration on a task.

Children in Ms. Hand's class discover how tall they are by using pumpkins to measure their height. Ms. Hand offers to let the children see how many pumpkins tall she is and then the children begin measuring each other's height. Several children line up to be measured as well as to count while measuring other children.

11.1-Comparison and Number

Children understand amount, including use of numbers and counting.

Children in Ms. Hand's class show recognition and naming of numerals...and...use language such as more or less to compare quantities.

The children counting pumpkins to measure height in Ms. Hand's class have numbers printed on each pumpkin to assist them with counting. Before measuring the height of one of his friends, a boy predicts, "I think she's probably littler."

11.6-Measurement

Children understand comparisons and measurement.

Children in Ms. Hand's class make comparisons among several objects based on one or more attributes (length...) ...using words such as shorter, taller...

The children in Ms. Hand's class have just discovered that Logan is eleven pumpkins long. As they prepare to see how many pumpkins long Kyla is, one boy says, "I think she's probably littler."

IQPPS

IQPPS: 

Areas of Development: Social-Emotional

2.12- Children in Ms. Hand's class have varied opportunities to engage throughout the day with teaching staff who are attentive and responsive to them, and facilitate their social competence and their ability to learn through interacting with others.

Ms. Hand responds to a child's request to figure out how tall she is using paper pumpkins as a tool for measuring. She helps children engage in the activity and stops for a moment to listen to Logan as he describes how he was offering to share with another child. She then invites Logan to be measured with pumpkins. When Kyla expresses interest in being measured with pumpkins, Ms. Hand tells her that she can have a turn after Logan.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.23- In Ms. Hand's class children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols.

Ms. Hand has provided the children in her class a pumpkin number line they can use to measure how tall their friends are. The first pumpkin in the line is marked with a number 1 and each successive pumpkin shows the appropriate successive number. As the children measure each other's height, they count the pumpkins starting at the child's feet and ending at the top of the child's head.

Curriculum Content Areas for Cognitive Development: Early Mathematics

2.25- Children in Ms. Hand's class are provided varied opportunities...to help them understand the concept of measurement by using...non-standard units of measurement.

The children in Ms. Hand's class are taking turns measuring each other's height with a pumpkin number line. Each pumpkin has a number on it to reinforce the idea of ever increasing numbers being used to measure objects, such as numbers on a yard stick or meter stick.

HSPS

HSPS: 

1304.21(c)(1)(ii) - Ms. Hand provides for the development of cognitive skills by encouraging each child to organize his or her experiences, to understand concepts, and to develop age appropriate literacy, numeracy, reasoning, problem solving and decision making skills which form a foundation for school readiness and later school success by having children measure themselves and each other with paper pumpkins. 

Children in Ms. Hand’s class discover how tall they are by using pumpkins to measure their height. Ms. Hand offers to let the children see how many pumpkins tall she is and then the children begin measuring each other’s height. Several children line up to be measured as well as to count while measuring other children.

1304.21(c)(1)(iv) – Ms. Hand ensures that the program environment helps children develop emotional security and facility in social relationships by providing the children opportunities to engage in activities together and being attentive to individual children’s comments, requests, and needs.

Ms. Hand responds to a child's request to figure out how tall she is using paper pumpkins as a tool for measuring. She helps children engage in the activity and stops for a moment to listen to Logan as he describes how he was offering to share with another child. She then invites Logan to be measured with pumpkins. When Kyla expresses interest in being measured with pumpkins, Ms. Hand tells her that she can have a turn after Logan.

HSCOF

HSCOF: 

Mathematics

Number and Operations

  • Demonstrates increasing interest and awareness of numbers and counting as a means for solving problems and determining quality.
  • Begins to associate number concepts, vocabulary, quantities and written numerals in meaningful ways.
  • Begins to use language to compare numbers of objects with terms such as more, less, greater than, fewer, equal to.
  • Develops increased abilities to combine, separate and name “how many” concrete objects.

Patterns and Measurement

  • Shows progress in using standard and non-standard measures for length and area of objects.

 

Science

Scientific Skills and Methods

  • Begins to use senses and a variety of tools and simple measuring devices to gather information, investigate materials and observe processes and relationships.
  • Develops increased ability to observe and discuss common properties, differences and comparisons among objects and materials.
  • Begins to participate in simple investigations to test observations, discuss and draw conclusions and form generalizations.
  • Begins to describe predictions, explanations and generalizations based on past experiences.

 

Social and Emotional Development

Self Control

  • Demonstrates increasing capacity to follow rules and routines and use materials purposefully, safely, and respectfully.

 

Approaches to Learning

Initiative and Curiosity

  • Chooses to participate in an increasing variety of tasks and activities
  • Grows in eagerness to learn about and discuss a growing range of topics, ideas and tasks.

Reasoning and Problem Solving

  • Develops increasing ability to find more than one solution to a question, task or problem.