July 2024
DM started using the markers as a way to build, seeing how high it can go. The markers kept falling apart the higher it went so DM solved the problem by putting the makers laying down on the floor to build. She then became curious about how long the markers were so she laid down beside them and saw she was 9 markers long. The other children in the room also became curious about how many markers long they were, so they each took turns laying down beside the markers. DM would count how many markers long they were. They then started comparing the number of markers they were to each other. DM was shorter than SS as he was 11 markers long, but taller then OP because she was 8 markers long. As she said, “8 is smaller than 9, but 11 is bigger than 9”. DM measured PS as well and discovered he was the tallest as he was 15 markers high. We also added children’s marker numbers together to see how many markers higher they would be together. It was exciting seeing the exploration of measuring, the children comparing the marker numbers to who was taller and shorter, the exploration of math in the room and the natural curiosity of the children.
Caitlin Brock, RECE
Cristy Kuokkanen, SSW
Preston Sgambelluri, Educator
Camryn Blake, RECE
