Demonstrating Literacy and Mathematics Behaviour
- Collect, organize, display, and interpret data to solve problems and to communicate information, and explore the concept of probability in everyday contexts (#19).
- Educator working one-on-one with students to make an observation of their eye colour, and to make the class graph.
- Then whole-class discussion on the class graph.
- Sketch of an eye (one for each student) – (download)
- Chart paper with a title: “What Colour is Your Iris?” and eye colour labels
- Invite students (1 or 2 at a time) to come over and look in a mirror to see the colour of their eyes. Then have them colour in the sketch of an eye.
- Have the chart paper at their eye level, and help them find the right place for their particular eye colour.
- Discern which students are ready to look at the graph in more depth. If the student seems interested, you can encourage them to do more observations (e.g., “How many people said they have black eyes?”) Some students may automatically start to point and count. If their one-to-one correspondence is off as they count, you can recount with them.
- Look at the graph as a whole group. Talk about what the graph is about and that everyone has contributed to it. Analyze and count each of the columns. Write the number at the top of the graph.
- Can the child identify where on the graph they need to place the sketch of their eye?
- Is the child interested in counting or further analyzing the graph?
- What type of comments does the child make when looking at the graph? (e.g. this one has the most! I have the same colour as another child!)
- Does the child point and count, demonstrating one-to-one correspondence?
- After children have become familiar with this activity, it can be extended to include different 3-D structures (e.g. pyramid, rectangular prism).
- Eventually, have students create their own framework sets and challenge their classmates.
- Show the children a constructed 3D structure and have them create all possible nets.