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Posts tagged ‘size’

Pizza Sizes

IMG_3210The children had been using the pizza boxes in their play as they delivered and orders pizzas.  As the children played, the teachers helped, by modeling, using the size terms for their pizzas.  We began to wonder where we could find the actual sizes and a child suggested looking on our iPad.  We went to the Happy Joe’s Website and were able to find that Happy Joe’s has four different sizes.  They carry a Little Joe which is six inches, a small which is nine inches, medium is twelve inches and a large is fifteen.  One child believed that we needed to have the sizes up on display (as the do at the actual Happy Joe’s).  She set up her work space using paper, pencils, and a ruler.  As soon as she began to create the first one she realized that using a ruler might not work.  She asked other friends how they created their pizzas and the other children began to run in the same problem.  She tries several other ideas and then begins to feel frustrated.  Mahi tells her about a pencil protractor and wonders if they could go look for one around the building.  She decides to create her own.  She wraps a string around a pencil and measures six inches.  She holds the string down at the beginning of the ruler and stretches the string to six inches.  She then moves the pencil around in a circle.  After the circle is created, she measures it and realize it is too big.  She then moves down to five inches and creates a ten inch pizza.  She continues to do this until she finds the perfect measurement, three inches.  She continues this method until she finishes the medium pizza.  She then asks to come back to it tomorrow.

The following day, she returns to her work and realizes she can not use a ruler as she needs a fifteen inch pizza.  She tries the method she used the day before using a measuring tape.  She creates IMG_2772several different pizza outlines and each time she measures them they are not the correct amount.  She gets an idea to trace a circle item and begins bring items over that are circle.  She then realizes and shares, “I have to get a pretty big circle because small circles are not going to work.”  After ten minutes, she finds a laundry basket.  She measures it and it equals fifteen inches.  She traces it and re-measures to make sure it was fifteen inches.  The measurement is seventeen.  She tries again and the same thing happens.  She then realizes, “I was measuring the inside but traced the outside!!”  She continues until she finds an item that will work.  Her work is currently being used as part of our Happy Joe’s Restaurant.

Fetal Models

During project work, we find it very important to give the children anything real that the children can touch, feel, hold, sketch, and investigating.  Although the children can not obviously touch a real fetus the models were the closest models we could explore.  In order to find these models, I was able to contact an organization that was willingly to let us borrow the materials.  It is important when asking for items to borrow in your classroom to share with the organization the importance of project work, what it actually is, and how the children intend on using it.  I typically like to share photos, anecdotes, and representation with these organizations to show  them how we used the materials.  You do need to be an advocate for your children because often times the organization does not know how confident and capable we believe children ages two, three, four, and five can be!  Please share this knowledge with them so that they know how capable they are!

The Leapfrogs were provided with models of four wombs and three fetal models to fit in the wombs with babies the size of babies that are ten, twelve, and fourteen weeks along.  Maddie (3.7), Drake (3.10), and Alli (2.11) feel the models of the fetuses. Maddie shares while holding the fourteen week old fetus, “If this baby comes out it will go to the NICU (Neo-Natal Intensive Care Unit).  If that baby comes out (the full term baby) then it will be okay.”

The fetuses and the uteruses were set on the table for investigation. Aidan (5.2) puts the fetuses in order according to size without any prompts. He points to each fetus and identifies them as big, medium and small.   Alex (5.4) organizes the wombs from the fetuses according to size.  He then shares the sizes of each by starting at the top, “Hugest, biggest, small, and very small.

Alex (5.4) looks at each of the four uteruses and three fetuses.  He wonders why the arms, ears, legs, and body are more defined in the last fetus compared to the first one.  Mahi offers him a book to look for the answer.  Alex looks at each page and shares with Mahi.  “These pictures are showing the babies ear and eyes.  It looks like it starts small and then big.  Is that what that says?”

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