WORKING WITH DIGITAL NUMBER BOARDS AND IRREGULAR PUZZLES.

This morning I set up the Digital number board and some irregular puzzles outside on a table. The weather has been so lovely and we are really making the most of the fresh air. I needed to observe what level children in my setting were at with regards to number recognition and sequencing of size. I also needed to observe their use of mathematical language such as “smaller and taller” and their ability to make estimations and comparisons.

Little “X” was first to use the digital numbers board. He made lots of different shapes with the pieces and would show me when he had made a number that he recognised. He made and recognised 3,6,9 and 0

He worked with one of the more complex irregular puzzles and managed really well. I find these quite tricky myself and I was very impressed with how he turned each piece to try and make it fit. He would move pieces that he had already placed and put them in a different position to see if it helped. He was working things out as he went along and his level of perseverance was fantastic.

He also tried the sequencing shapes board. He found this quite easy and completed it correctly, in a short time.

Little “L” worked on the Digital numbers board and realised she could also make letters. L for her name!
She also made and recognised 3 for her name and made a rabbit head shape! (her favourite animal!)

She had a good go at the irregular puzzles as well but found them very challenging. I don’t think this was helped by the fact that she only had one usable arm.

She worked with the sequencing shapes puzzle as well and made some tall towers with the blocks.
She made 3 piles which were grouped by colour and shape.
“Pip, Which one is bigger?”
“ohhh…. good question. Which do you think is bigger? Is there a bigger one?” I asked.
“They are all the same size…. look! she replied pointing to the tops of the piles.

LEARNING INTENTIONS:

Observe what level the children are at with regards to number recognition and sequencing of size. I also need to observe their use of mathematical language such as “smaller and taller” and their ability to make estimations and comparisons.

NEXT STEPS:

Provide more opportunities to use the irregular puzzles and offer similar toys, such as Tangrams and construction toys such as Polydrons.

CHARACTERISTICS OF EFFECTIVE LEARNING:

Little “X” is very confident with puzzles and seems to really enjoy them. He enjoys linking items in play and this seems to be a natural extension for him. He thinks in a critical manner and changes how he is doing something if it is not working.

He notices patterns and can often see where shapes should fit. He maintains good focus for a long period of time and shows high levels of focus and concentration. He enjoys the challenges set and shows pride in his achievements.

Little “L” finds some of these puzzles a little harder although she is very confident at our 12 piece puzzles. I think she would benefit from more opportunities to select these toys in her play and working with me to reduce frustrations. She enjoys the sequencing puzzles and manages to complete these with only the odd piece out of place. She changes her process if it is not working and thinks about how to progress when she becomes stuck. She will ask for help and engage others in her play if she needs to.

Today’s play, meets the following EYFS Prime and specific areas: