Year One Encounters

1. The children took it and made it their own. Exploring more possibilities than we would initially have expected or would have provided if we had led or controlled the learning. Getting out of their way seemed to allow them to access more possibilities and take it further.

2. Making short and casual observations ('oh you're counting in fives' or 'I see you're repeating and extending your pattern' or 'how's your math going?') seems to be a 'reset' for them to take it to another level and give them different language to use for what they are doing. Too much of that though could shut down? Still playing with it... Trying to make sure we don't 'hijack' their experience with our own agendas.

3. Teacher modelled once to a small group: patterns using real objects and wondered aloud if possible to extend in more than one direction.

3.1. perimeter and area

3.2. skip counting

3.3. describing 2D shapes

3.4. repetition and extension

3.5. shape creation

3.6. language of direction

3.7. Independent exploration

3.8. Sustained focus and thought

3.9. Mathematical thinking and playing