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Learning Numbers through Creativity and Ownership

The concept of this project developed after a few children were


discussing the need to hang numbers in our classroom. An
existing project focusing on the alphabet that was completed by
children a few years ago was the inspiration for their work.
During that time the children created the entire alphabet out of
natural driftwood and wire and then hung each letter on our
walls. Our current class decided they would borrow this idea but
change the materials they would use to create the numbers.
They also discussed different ways to build each number and
asked questions like: How are all of us going to make one
number together?, Can we make our own number? and
What materials can we use?
We discussed all of their questions as a group and they
ultimately decided that they would each create their own
number. Before deciding who would design what number, we
counted how many of us there were in the class. After counting
twenty-one children they each had the opportunity to choose a
number. After these decisions were made they wasted no time
and got straight to work with the many materials available in the
Atelier.
Teacher Reflection
Number Recognition
Not only did this project introduce the children to the larger
concept of numbers, but it also provided a provocation that
allowed them to explore number values through counting,
adding, and subtracting. Because they were given the
opportunity to design their given number with any material they
wished, they had to carefully count out how many of each piece
they needed to outline their number. If they had too many or too
few pieces I would then ask them how many pieces needed to
be added or taken away in order for their number to be properly
covered.

Trial and Error/Experimenting with Shapes


Using the various materials to design their number
also lead to a few road blocks. Because many of the
numbers they were working with had curves and/or
sharp corners the children found it somewhat difficult
to manipulate materials to fit those peculiar lines.
Jasmin in particular wanted to use a golden shaped
wing as one piece to the curve in her number six but
found that that material shape did not fit the
shape/curve of the six. Because of her desire to use
that particular material she tried placing it on other
parts of the number six, eventually deciding that it fit
at the top where the line was straighter. We
experimented with several different materials of
various sizes and shapes, which also gave the
children the opportunity to experiment through trial
and error - What works and what doesnt? What are
the differences between different shaped lines?
Ownership and Accountability
Allowing the children to choose the number they designed really exemplified their connection to
their work. Instead of simply assigning them a number, we gave them the opportunity to take
ownership of a small piece to a larger puzzle. Not only were the children engaged in their work,
but they enjoyed learning because they were the decision makers. Besides being responsible
for designing their individual number they also knew they were working as a team with their
peers. They knew that they were accountable for their work and if they didnt complete their part
there would be a gap in our number line. With this in mind the children practiced
encouragement and focused on both personal perseverance and teamwork.

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