Miss Woodcock spent some time pondering on this and what she could add to our classroom programme to help our learning. She realised we needed tasks that were authentic and that involved us in creating real life experiences (and move away from word stories about teddies!).
Miss Woodcock made a few batches of playdough and dug out the pretend money. After a discussion about our maths learning goals off to work we went - to make shops.
We quickly realised that shopkeepers need something to sell (hence the playdough) so cookies, chocolates, tacos, jam doughnuts were quickly in production. Blocks and mobilo were used to create ‘toys’ and art was produced.
Busy producing products to sell
Production and pricing
Making toys to sell
One group decided to set up a Bank. After being ‘robbed’ a few times, a new position was taken up enabling only one customer to be served at a time, others politely lining up to wait their turn. After a lot of people began dropping money off to the bank the Bankers set up ‘accounts’.
Waiting in line at the bank
Bankers taking a breather
Victoria I set up a security cat business to protect the bank from the robbers
When we finished creating products to sell, the shopkeepers set up and displayed their goods, putting up signs and writing up prices.
Oscar and Tom pricing their wares
Oscar I think that some of the things are a bit expensive!
Isla, Pippa, Taylor and Lucy No-one was buying our stuff. We think our shop was in the wrong place (the back corner), so we moved and then we sold things.
The customers came, flush with cash to buy things. Math was practiced as the ‘challenge’ was that nothing could be priced at $10. We had to give change back - this meant practising our addition or subtraction facts to and within 10.
Shopping with money
Oscar helping Katelyn count her money
Finn wrote: I made tacos for Isaac and Nathan. Nathan went to the bank and got a bank account. When I was a customer I bought a tyefighter, desstar and an xwing. The xwing was $9, the tye fighter was $7 and the desstar was $20.
Isaac wrote: When I robbed the bank I got the money because I was a manager. When I was a manager I was rich. When I went to to the shop I got some cash and I got pictures. I was a customer.
Lucy wrote: When I went to the bank, I gave them some money so they can keep it safe. While I was counting the money with Amaya we put the ones in the ones pile, the fives in the fives pile and we put the tens in the tens pile.
Miss Woodcock says I enjoy authentic learning experiences because the children can use their own real life experiences and make them a part of their learning eg maths, in an experience that mimics the real world. Engagement is high, they are self-directed and social skills are practised. My own learning was to let go of the planning and let the children take charge - even when it takes a different direction to the one I thought it would.
New Zealand Curriculum: Number Knowledge - know groupings with five, within ten, and with ten.
This authentic experience enabled us to practice the Key Competencies of Participating and Contributing, Relating to Others and Using Language, Symbols & Texts.