Learning Priority: Increasing competence with techniques for communication and with tools for

symbolising and representing.

Lina, when you arrived in the classroom the other day, you came to a table where Theo was doing
some number work. You were very interested with this work and asked me if you could do that. I
told you that you have to wait, when Theo finished then you may have a turn. I was happy to see
that you waited very patiently. When it was your turn at last you were so pleased to have a go.
This special work includes a container of coloured discs and number cards. I asked you to put all
the number cards in sequence and demonstrated to you how to do it. When you put all the cards
in order I tested to see if you could recognise all the numbers from 1 to 10. Then I explained and
showed you how to put the same number of discs under each number card. You understood very
well. When you started to concentrate I stood away to observe you. You were making some
mistakes, when I asked you to count again to make sure that it was the correct number, as soon as
you counted you could see your own mistake and attempted to correct the mistake you made. You
asked me a few times while you were placing each counter under a number if that was that the
correct number?
It was wonderful to see that you tried hard to place the cards in sequence and putting the right
amount of counters under each number. I also noticed that you tried to put the same coloured
counters under each card.

Learning Happening Here:

Through this activity Lina you were:
Developing number concept and colour
concepts
Increasing hand-eye co-ordination,
Learning to associate numerals with quantity,
Developing language skills as you were trying
to understand the teachers explanations ,
asking questions and listening to the answers.
These also linked to your learning priority and
Written by Teacher Rosy , Te Whariki goal, Exploration .learn strategies
May, 2017 for active exploration, thinking and reasoning