Packing up

1 On the move

ADULT-LED

Prepare the children to 'move house', putting their developing mathematical skills into practice when they pack up, transport and unpack their home corner.

Planned learning intentions

To use developing mathematical understanding in a practical context to solve problems To represent experiences and express ideas through role play Adult:child ratio 1:6

Resources

Cardboard boxes of varying shapes and sizes, wooden boxes, plastic storage boxes and wheeled trunks, trolleys, 'rollers' such as lengths of strong plastic drainage piping, estate agent's house details and magazines, overalls, clipboards, paper, sticky labels, pens

Preparation

Allocate space for two home corners, one indoors and one outdoors. Equip the indoor 'house' with basic home corner resources and leave the outdoor house empty.

Activity content

* Talk about house moves. Preferably plan the activity to coincide with a time when one of the children's family are going through this experience.

Discuss possible reasons for moving and what is involved. Look through house details and choose a 'new home' to move to.

* Encourage children to take on roles, such as van drivers and packers, as they plan their 'house move'. Support them in making lists of jobs to do or equipment to pack.

* Encourage the children to pack equipment into containers that are the right size and shape. Work with them to try to fit as much as possible into a box. Ask the children to label each box, for example, 'clothes'.

* Help the children to find ways to move the boxes to their new 'home'

without breaking the boxes or their contents. Also explore ways of moving boxes that are too large to fit on the trolley, for example by putting them on rollers.

* Once everything has been moved, encourage the children to unpack the boxes in their new 'home', tick off the equipment on their lists and store their 'belongings' in cupboards and drawers, and on shelves.

Things to say

* Model the use of mathematical language such as 'big', 'heavy', 'light', 'longer', 'wide', 'short', 'square', 'flat', 'round', 'next to' and 'on top of'.

* Do you think we could put these cups in the box in a different way so that we can fit the plates in too?

* Can you find a box that is big enough to fit both the toaster and the kettle in?

* Can you find a box that is tall enough for the high chair?

* If we dismantle the high chair, can we fit it into a different box?

* What do you think will happen if we put the big box on top of the small box on the trolley? Which box should we put at the bottom?

* How can you and Jake carry this box safely together?

Stepping stones

* Children with little experience will show an interest in what is going on and may use gestures or words to communicate a response. They may show an awareness of shape and space and make arrangements of objects. They will begin to use simple mathematical vocabulary such as 'big'.

* Children with some experience may describe experiences in simple terms and begin to talk about personal intentions. They will be more aware of the appropriateness of a box (in terms of shape and size) for a purpose and will talk about the shapes of everyday objects.

* Children with more experience will contribute individual ideas, thoughts and feelings, and enter into dialogue about their play. They will be able to order two or three objects according to criteria such as height or length and will use a wider range of language to describe the shape and size of flat shapes and solids.

Extension ideas

* Share the objectives of this activity with parents and carers, and encourage them to involve children in 'spring cleaning' at home, for example by emptying cupboards, putting the contents into boxes and then restocking the shelves after cleaning.

* Provide cardboard boxes in the new home corner and encourage the children to use them to make cupboards, bookcases, tables, fridges and cookers.

* Use the cardboard boxes that have been used for packing during this activity as construction materials in the outdoor area. Also provide masking tape and string, and encourage the children to further explore the concepts of size and shape through building, for example, a castle or a boat.

2 CARRY ON CAMPING

CHILD-INITIATED

Set up camp in the outdoor area to create enthusiasm and motivation, encouraging co-operative working and practical problem-solving.

Resources Tent and tent bag, simple picture instructions for pitching the tent, sleeping bags, pillows, backpack, suitcase, washbag, picnic basket, first-aid box, food hamper, clothing and footwear suitable for a variety of weather conditions and activities, toothbrush, facecloth, hairbrush, towel, plastic cups, plates and cutlery, play food, bandages

Play suggestions

* Planning a camping trip.

* Sorting equipment and packing it into bags, suitcases and backpacks.

* Checking that all the necessary equipment has been included.

* Talking about what will happen during the camping trip and sharing own experiences of camping.

* Following instructions and pitching the tent.

* Making 'beds' in the tent.

* Unpacking equipment and organising the camp.

* Engaging in imaginative play, for example, through sleeping in a sleeping bag and organising a picnic.

* Discussing and developing imaginative ideas over time.

Things to say

* What do you think we need to take to keep us warm at night?

* What will you wear if it rains?

* What will you pack in your suitcase?

* Where shall we pack the toothbrush?

* What kind of food do we need to take with us for our picnic?

* How many cups shall we pack if four of us are going camping?

* What do we need in the first aid box in case someone falls and is hurt?

* How shall we fold up the tent so that it fits back into the bag?

Possible learning outcomes

* Shows enthusiasm and motivation to learn.

* Works co-operatively with others, planning and negotiating roles.

* Uses language to express ideas and talk about own experiences.

* Uses developing mathematical ideas to solve practical problems.

* Understands and uses simple mathematical language to compare quantities, such as 'heavier' and 'lighter'.

* Further explores a schema such as envelopment.