Mathematical+Development

= 1.Floor robot and pirate map =

Areas of learning
• Mathematical development • Knowledge and understanding of the world

Learning intentions
• To say and use number names in order • To count reliably • To use mathematical and everyday language to describe position and direction • To use developing mathematical ideas and methods to solve practical problems • To instruct a programmable toy • To use a programmable toy to support their learning

Individual targets this activity could meet
• To work in a group and wait for a turn • To listen to instructions and respond appropriately • To count using one-to-one correspondence • To enter a sequence of two instructions • To predict with increasing accuracy

Prior learning/ICT skills
• To know the robot buttons and their actions • To press buttons in a particular sequence

Resources
• floor robot (in this Example, //Pixie//) • home-made pirate map For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Using a floor robot and a map with a pirate theme, get the children to decide where they want the robot to go and enter instructions into the robot to get there. Support the children in taking turns to move their robot to their chosen destination. Help them remember the order of instructions, e.g. Clear Memory first.

Vocabulary
forwards, backwards, how many times, buttons, clear memory, first, turn, direction, left, right

Questions for assessment
• How do you make the robot move? • What could that button mean? • What happens if you use this button? • How many times will you need to press the forwards button? • Can you count out how many squares it takes to reach the treasure?

Observation
• Are they able to use the robot buttons and instruct it to go where they want? • Are they able to count accurately? • Do they understand how to instruct the robot? • Do they know what all the buttons do? • How many sequences can they perform in one go? (For example, a sequence of 4 might be Clear Memory, Forward 3, Turn 1, Forward 2.) • Can they correct their instructions when the robot doesn’t go where they expect?

Opportunities for extension and spontaneous learning
Make a photocopy of the top of the robot and use this to count out how far it will need to move. For children who are finding it too hard to estimate an appropriate number to cover a distance, these 2-D paper copies of the robot can help them count out the distance. Get the children to play at being the robot, giving each other instructions about how far to step to reach a goal. This activity can take place inside or outside. Attach a marker pen and get the children to experiment and see the route that the robot draws. This can lead to questions like ‘How did the robot move in a square?’. The activity can focus children’s attention on repeated patterns. Use a book such as //Rosie’s walk//, //Going on a Bear Hunt// or //Three little pigs// to make some illustrations on large sheets of paper, then get the robot dressed as a character to follow the route, encouraging the children to both program a sequence of instructions and recall the sequence of a story. Set up a route using a car or farm mat. Attach a trailer to the robot so the children can get it to pick up passengers on the way (use a strong elastic band around the robot). See how much the robot can carry. Use masking tape or chalk to spontaneously mark out a road for the robot to follow. Add some small world characters, pictures or objects along the way. Use a small world environment for independent play with the robot. Download a blank floor robot template and use in a paint program to dress the robot as a character. Use programming cards to make a program for a friend. Use a pirate theme in the role-play area and pirate stories in the book area. **Commentary** The children featured in the video were able to say and use number names in order and count reliably up to 6. They did use developing mathematical ideas and methods to solve practical problems. In needing to input a sequence of instructions one child in particular looked carefully at the route ahead and entered each button press in correspondence with a square on the grid. By using this step-by-step approach he was able to enter an impressive sequence of instructions and take the robot as far as he wanted to go. He realized that he might not have quite reached his square, showing his ability to predict, but he was prepared to take risks. The children were able to use language to describe where they needed to go and what they needed to enter to get there. The robot supported their developing mathematical thinking. The grid outline helped them use the number system to achieve their goals. To encourage the children to self-correct there could be buried treasure from the pirate ship: they could turn over a card to see if they had reached their treasure, but only once they reach the card.

=2. Floor robot and distance=

Areas of learning
• Knowledge and understanding of the world • Mathematical development

Learning intentions
• To instruct a programmable toy • To begin to estimate distance using the size of the robot as a guide • To say and use number names in order • To count reliably up to 10 • To use language such as ‘more’ and ‘less’

Individual targets this activity could meet
• To work in a group and wait for a turn • To listen to instructions and respond appropriately • To count using one-to-one correspondence • To enter a sequence of two instructions • To make a reasonable guess about size and distance

Prior learning/ICT skills
• To have knowledge of the robot’s buttons and what they do • To press the robot’s buttons appropriately

Resources
• floor robot (in this Example, //Pixie//) For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Get the children to sit in a circle and send the robot to each other. They need to estimate what numbers to enter into the robot to reach their goal. Encourage the children to estimate. Help children to take turns. Support their understanding of the robot’s buttons and counting up to 10. Help develop their vocabulary and understanding of distance.

Vocabulary
switch, forward, guess, buttons, clear memory, nearly, a bit further, not quite there, half way

Questions for assessment
• How many times are we going to need to press the forward arrow to make the robot reach you? • What button do we need to press? • Can you count 10 presses? • How many more?

Observation
• Do the children make reasonable guesses about distance? • Can they count each press of the button accurately up to 5? Up to 10? • Do they know which buttons to press? • Are they able to wait and then take their turn?

Opportunities for extension and spontaneous learning
Make a photocopy of the top of the robot and use this to count out how far it will need to move. For children who are finding it too hard to estimate an appropriate number to cover a distance, these 2-D paper copies of the robot can help to count out the distance. Get the children to play at being the robot, giving each other instructions about how far to step to reach a goal. Attach a marker pen and get the children to experiment and then draw the route the robot takes. Set up a route using a car or farm mat. Attach a trailer to the robot so the children can get it to pick up passengers on the way (use a strong elastic band around the robot). See how much the robot can carry. Use masking tape or chalk to spontaneously mark out a road for the robot to follow. Add some small world characters, pictures or objects along the way. Use a small world environment for independent play with the robot. Download a blank template from www.swallow.co.uk and use in a paint program to dress the robot as a character. Use a book such as //Rosie's walk//, //Going on a Bear Hunt// or //Three little pigs// to make some illustrations on a large sheet of paper, then get the robot dressed as a character to follow the route, encouraging the children to both program a sequence of instructions and recall the sequence of a story. Use programming cards to make a program for a friend. Use paper footprints outside for children to count their way in steps to different areas.

= Commentary = The children featured in the video estimated well, making appropriate guesses about distance. The children were able to instruct the robot. They knew which buttons to press and just needed a reminder about the Clear Memory button. The children were able to use number names in order. They were able to count accurately up to 10. The children did not use language of distance such as more or less, but listened well, concentrated and thought carefully about what they were doing.

=3. Using a musical play mat=

Areas of learning
• Creative development • Mathematical development

Learning intentions
• To begin to move rhythmically • To recognise and explore how sounds can be changed, recognise sound patterns and match movements to music • To count reliably up to 12 • To count in 2s • To say number names in order

Individual targets this activity could meet
• To use one-to-one correspondence in stepping and counting • To count to 5 • To be confident in trying a new activity • To have fun in learning within a small group

Prior learning/ICT skills
• To press the mat in recognised places to create a sound using increasing control

Resources
• Musical play mat (in this Example, //Funky Footprints//) For appropriate health and safety information in using this resource go to [|www.becta.org.uk]

Learning context ||

Adult input
Get the children to use the music mat in turns to move from one end to the other, exploring the different sounds that they can make. Help the children take turns. Encourage counting steps. Encourage varying movement patterns and point out the connection with sound patterns.

Vocabulary
numbers 1–12, colours, pattern, turns, step, dance, jump, left, right, light up

Questions for assessment
• Can you…? • What happens if…? • How did you do that? • Can you make another pattern? • Can you jump? Can you hop? • How many steps will it take you to…?

Observation
• Do the children move purposefully, listening to the sounds, creating patterns and using rhythm? • Do they explore the different sounds? • Can they count using 1–1 correspondence? • Are they able to use number names in order? • How far can they count accurately?

Opportunities for extension and spontaneous learning
Record the sounds each footprint makes. The children could try to find the corresponding sounds with their feet. Make up dance patterns and record the sound pattern. Can children repeat their pattern? Make colour/number cards for children to follow a given pattern. Use outdoors as part of spontaneous play. Use musical keyboards or music software. Use a tape recorder to listen and move to music, both inside and outdoors.

Commentary
The children featured in the video walked on the footprints, matching their feet to the shapes. They moved in different ways, sometimes walking carefully, sometimes jumping with two feet and counting in twos. One child was able to count accurately to 12. Some children were able to talk about left and right, how far they were going and the colours they were stepping onto. They listened to the sounds each step made and some children experimented with pattern; others responded to the sounds with imaginative movement.