The Outdoor Mathematician: Early Years Outdoors Learning

1. P L AY N O T E S
November 2005
Enriching
the maths in
outdoor play
We all want to plan activities
and experiences that match
The Outdoor and extend our children’s
enthusiasms and curiosity.
Children’s imaginative play can
Mathematician
Sheila Ebbutt and Carole Skinner
be inspired by all kinds of
things that we can provide if
we apply creativity and lateral
thinking. Remember that
children love objects that
reflect the real world, such as
*Curriculum Guidance for the Foundation Stage, QCA(2000)
hard hats, wheelbarrows,
shovels and planks – props that
are as realistic as possible rather
than toy replicas.
The weather should inspire
what we do too. But we don’t
need to wait for a rainy day to
have a puddle day and make
puddles everywhere. If your
hard surfaces are all flat, you
“Help children to can construct a shallow puddle
by using a very low wall of
see themselves as
sand to contain the water.
mathematicians” * There is a lot of maths in
making puddles: How big shall
we make it? How much water
will we need? How much sand
will we need to build the wall?
What is the largest puddle we
can make if we only use a small
All photographs © Learning through Landscapes unless otherwise stated.
We know that outdoor provision is an essential bucket of sand? Children can look at the
part of children’s daily environment and life. We reflections in the puddles, make circles in them
also know that play is the most important thing with a stick, and explore stamping in them.
for children to do outside. As practitioners, we
can plan the resources and the stimulus so that And if it does rain, make the most of
children have the opportunity to develop it by providing hoods, ponchos, hats,
mathematical thinking and learn mathematical umbrellas and Wellington boots.
skills as part of their outdoor play. They can Use a plastic gazebo, suspended
count and measure and explore shapes, and shower curtains, waterproof
develop their imagination and creativity groundsheets, and bubble wrap
through mathematical ideas on a large scale. on a clothes’ horse. Children can
All the mathematical learning children do experience the shapes these
indoors they can also do outdoors, but with contained areas provide.
vigour, freedom, and scale.
This resource was originally created as part of the
Early Years Outdoors membership scheme from Learning through Landscapes.
To find out more about membership call 01962 845 811 or visit www.ltl.org.uk
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2. P L AY N O T E S
*Draft Framework for Children's Learning in the Foundation Phase in Wales (2004) “Children should experience a wide variety of activities, some of which will focus directly on
mathematical development and some that will draw out the mathematics in other activities.
The indoor and outdoor environment should provide children with a context for activities that
should allow them to investigate, estimate and to solve real life problems.*
In cold weather, supply woolly hats, scarves and footprints to count and to compare shapes. Put a
gloves, and protection from the wind (although wooden plank across the sand pit for children to
you can explore which direction it is coming balance on and to see their constructions from a
from!) Do lots of physical, boisterous, noisy different perspective. Have patches of damp sand
activities, such as zigzagging between lines of as well as dry sand. Have available a range of
plastic cones or pedalling round a numbered large-scale equipment. Use it selectively so your
obstacle course in the right order. On sunny children are not overwhelmed by stimuli. Talk
days, create shaded areas with large umbrellas, about why some containers fit inside others and
muslin sheets, and a large sail over the climbing some do not, how sand slithers down the side of
frame. Have lots of towels available so that a funnel and forms a cone shape, and whether
children can splash around in the paddling pool, the size of the hole means the bucket empties
exploring the mathematical ideas offered by faster. At times, add natural materials – twigs,
water play on a large scale. shells, stones – and include magnifying glasses
and binoculars.
Water play
Ideally your
outdoor
environment
will have a tap
with running
water so that children can play with hoses. If you
do not have this, is there an indoor tap you can
run a hose from? With ingenuity you can create
fountains, waterfalls, lakes and streams. You need
not go to the expense of motorised fountains.
Use pond liners and bricks of different shapes
and sizes to make sections within the water area,
Developing outdoor areas with and change these regularly. You can use large
and small containers of water for comparison of
maths in mind
volume and weight. You could provide a range
of things to experiment with the mathematical
You can enhance the mathematical provision in
concepts of number, shape, space and measure.
all your outdoor areas by providing rich and
Here are few suggestions. Balsa wood rafts sent
exciting environments to engage children’s
across a ‘lake’ could link to other curriculum
curiosity and challenge their thinking. To help
areas – how many could you fit on your lake.
children benefit from outdoor mathematical
How much weight could your raft carry? Add
experiences, you will need to:
some balloons and anchor them to a brick. Drop
● Talk to children about the activities in the in cooked spaghetti for children to retrieve with
different areas. tongs and forks, to count and compare lengths.
● Plan and use mathematical language with the Add some large porridge oats and provide
children. whisks, ask the children to predict what might
● Encourage children to solve problems happen.
themselves by prompting them with
questions such as, ‘I wonder if all these stones The digging area
will fill that hole?’. You can change this
● Value children’s ideas and allow them to from mud to sawdust to
explain what they think before you intervene. gravel to leaf mould to
● Give children time to review and reflect upon forest bark, to develop
what has happened as the activity finishes. children’s ideas of
capacity, especially if you provide a range of
The sand area digging implements and containers. A digging
Capitalise on the special nature of the outdoors, scenario can turn easily into a problem-solving
the freedom it gives to make a mess and the one when the hole has to be deep enough to
opportunity to deal with a larger and deeper bury three rocks in or a post for the washing line.
expanse of sand. Removing socks and shoes and Children can explore just how many stones can
wriggling toes in the sand leads to making fit into a newly dug hole.
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3. P L AY N O T E S
*Curriculum Guidance for the Foundation Stage, QCA(2000) Plants and growing soft paintbrushes to move
Use hanging baskets at child minibeasts instead of handling
height and involve children in them).
planting and watering.
Together, draw up a rota for Sensory experiences
watering and deadheading Set up large pots with plants
the plants, written as a chart that are interesting to touch and
so that children can see who smell, including herbs and
did it last and work out who is scented flowers. Install a range
next. Set up a potting table of wind chimes made by the
resourced with compost, children as well as soft drums
bulbs, small bedding plants and rain shakers. Put out bowls
and plastic pots. Decide how containing a variety of small
many pots will be needed to smooth pebbles and shells to
pot up all the plants, how far handle, count and make
up the pots the compost will patterns with. Set up a reflection
come, and how deep to plant site and involve the children in
the seeds and bulbs. Agree “Make good use of opportunities noticing how things look
how much water each plant to talk ‘mathematically’ as through mirrors. Use distorting
will need, and how often. children play or take part in mirrors, and ask children to
Measure growth against observe what they see, and how
normal daily activities”*
things that are familiar to the their size and shape changes.
children: it’s exciting to
compare tall-growing plants to your own height
by standing beside them. Sunflowers are ideal for
this. Undisturbed piles of old logs create habitats
for minibeasts. Encourage earwigs by resting
flower pots on their sides and filling with straw.
Find snails underneath large damp stones. Keep
a large record display showing how many
beetles, spiders and ants are seen each day. Draw
a map of where each species can be seen. Make
a tape recording of what to look for and how to
care for the minibeasts in the garden (provide
Maths games outdoors
Grid Hopping
Capitalise on children’s love of active games and A counting game for a group of two to five
introduce the right amount of challenge. Infiltrate children
the maths by setting up circuit training! Together You will need
with the children build an obstacle course that
● A large 5 x 5 grid chalked onto a hard
has elements such as zigzag running, touch the
stone and three hops, walk sideways for five steps surface
and warm-up and warm-down. Games ● A collection of small objects
can play a major part in ● A carrying bag for each hopping child
supporting children’s ● A large 1 to 6 dice
understanding of ● A caller to roll the dice and call out the
number and some of number
the best things about
outdoor games are How to play
making a lot of noise, Put some objects on each of the squares. All
being able to jump the hoppers stand on a different square. The
about, skip, hop, roll caller rolls the dice and calls out the number.
balls, aim beanbags and The hoppers hop that many squares in any
puzzle over things with direction. If the square they finish their
friends. To get the most hops on has an object on it they can pick it
from playing games, up and put it in the bag. When the dice has
encourage children to re-count any collections of been rolled five times, the game is over and
objects they have and give them the opportunity the hoppers empty their bags and compare
to reflect on what happened during the game. the collections.
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4. P L AY N O T E S
“Mathematical development depends on becoming confident and competent in learning and
*Curriculum Guidance for the Foundation Stage, QCA(2000)
using key skills. To give all children the best opportunities for effective mathematical
development, practitioners should give particular attention to many different activities … [which
are] practical … imaginative and enjoyable”*
More maths games ideas:
Sitting on a log How to play
A game for up to five children about Give each child a number and ask them to
recognising numbers choose a log to sit on. There should be one
empty log. Roll the dice, say the number and
You will need
the child holding that number runs and sits on
● Six small logs* arranged the empty log. If a six is rolled everyone
in a large circle changes logs. Keep playing until either
● A large 1 to 6 dice everyone is sitting on a different log to the one
● One to five wooden they started the game on or everyone is back
numerals or sitting on the same log they started on. When
number cards the game is over discuss how many different
*Squares of carpet will work just as well. logs children sat on.
Learning through Landscapes is grateful to all the settings who have supplied us with the images in this Playnotes.
Maths trails
a maths trail to suit any part of your curriculum
or any topic or for any interest of a group.
Setting up maths trails is great fun and offers
children a different way of learning maths skills You might want to follow a familiar trail with
and using them. Maths trails encourage children strides or tiptoeing or three hops between each
to work together as they look for and find symbol on the trail. Encourage children to use
particular features, such as numbers or shapes or more precise maths words and discuss whether
patterns. Make sure that any activities on the trail the trail they are making will be long or short,
are as varied as possible, and if the route is one and how it goes around the tree and past the
way that the finish is at an interesting space or climbing frame and under the bench.
an unusual object. The last arrow could point Staff will find it useful to consider the relevant
upwards for the children to observe an mathematical language beforehand so that
unexpected ornament in a tree or bush. The you are ready to introduce it as natural
scope of maths trails is endless and you can make opportunities arise.
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5. P L AY N O T E S
**Curriculum Framework for children 3 to 5, Learning & Teaching Scotland 2001
“Through activities that involve sorting, matching, comparing, classifying and making patterns
and sequences, children, often in play contexts, will develop their mathematical knowledge of
number, measurement and shape”**
Mathematical thinking links to all areas of the refining and practising their ideas as they put
curriculum. In the trail ideas below, opportunities together their network of world knowledge,
arise for opening up ideas to other areas composing their own sets of rules. Young
children learn lots about maths through their
Five different trails to set up senses and through movement, and play gives
opportunities to repeat the same activities and
Flag trail movements. There are repeated actions that
Tie coloured material rags on a route that weaves most children engage in during play that support
in and out around your outdoor area. Encourage their mathematical experiences.
the children to make up their own route with These include:
strips of coloured crepe paper or florist’s ribbon Collecting
that is easy to tie. Young children are especially interested in
Pebble path making collections of natural materials such as
Lay a trail of large pebbles that lead to a treasure conkers, acorns leaves and sticks. Encourage this
box with something to discover inside (or better by providing baskets and boxes for children to
still, dig up). You could suggest that children lay make collections in.
out their own pebble route for others to follow,
or make a small world version.
Arrow route
Use twigs to make arrows and lay them on the
ground for children to follow. Talk about trail
markings of scouts, guides and trackers. Children
could take it in turn to leave a message at the
end of the trail or a wooden numeral to collect.
Number trail
Make a numeral trail for children to follow by
choosing a number and suspending that same
number along a wall and on the ground. Make
the numerals in a range of materials, such as
drawn in chalk, cut out of card or made from Mark making
plastic or wood. Encourage the children to make Children begin to develop an understanding that
their own number trails. a symbol can stand for something, and they
Footprint path create their own symbols. Provide a chalk board
Make a path of card footprints to encourage the or easel near games for scoring; lay some
children to explore all parts of your outdoor flagstones for children
environment. Cross two or three routes over to chalk or paint on;
each other so that the children have to make encourage children to
decisions about which route to take at the use fences and walls to
crossings. display their drawn
I Spy trail maps and writing; paint
Take a selection of photographs of your outdoor a wall with magnetic
environment and display them on a fence, asking paint and use large magnets to fix drawings,
children to draw a map or describe where each directions and notices to it; paint a wall with
photograph was taken. Or children could use blackboard paint for large scale chalking.
their own photographs to make into an I Spy Hiding
book. Children develop a sense of shape and space by
hiding objects and finding them again.
Encourage this by hiding objects in the sand area
Supporting children’s or under stones or behind logs; organise a
scavenger hunt; play games such as hunt the
mathematical learning
thimble. Provide lots of paper bags, handbags
and large and small boxes for children to hide
As adults, we all have ideas about how the world toys, collectables and themselves in. Provide a
functions and we have formulated rules to deal selection of wheelbarrows, carts and trucks for
with the world as we know it. We can adjust our children to play at packing up and moving to a
rules as we pick up new information that doesn’t different area. Provide bags, cases and rucksacks
quite fit into these rules. Children in the Early of different sizes, from the very small to the very
Years spend a lot of time building, rehearsing, large scale.
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6. P L AY N O T E S
Reasoning Building
Children need opportunities to develop Children need
reasoning skills through problem solving. Set up access to a large
situations that require children to puzzle things supply of building
out, such as how to build a bridge over the sand materials so that
pit; how to sail the boat from this end of the tank they can
to that; how to make a den with some blankets experiment and
under the picnic table. Children need access to a gain knowledge
diversity of materials, a multi-sensory approach, about construction, solving problems such as
and encouragement to explore ideas through how to build a tall tower, or how to make a
play. window in the wall of their house. Discuss how
wide the arch needs to be for the truck to drive
though, whether that block will fit between the
doorposts, how heavy that brick is, and whether
there are enough bricks to finish the wall.
Using the whole body
Young children often need to experience things
with their whole body to get a true sense of it.
They curl in a ball to show a small shape, they
jump three times to get a sense of the number,
they run round and round to get the feeling of a
circle. Playing outside gives children the
opportunity to develop meaning through
physical feeling.
Patterning
Children explore pattern in different ways, from
the casual arranging of shapes, toys and artefacts
to making large complicated patterns. There is
often a sense of symmetry about their pattern
making, which you can encourage by providing
balanced sets of materials. Young children also
often make patterns of long, continuous lines of
objects. Provide natural objects with which
children can make trails.
About the authors: Useful books
Sheila Ebbutt and Carole Skinner are both Maths Outdoors Carole Skinner, 2005, BEAM
experienced Early Years teachers and are founder Education, ISBN 1-903142-36-9
members of the Early Childhood Mathematics Group. orderline: 01242 267945 www.beam.co.uk.
They now work together at BEAM Education which is
dedicated to promoting the teaching and learning of A Place to Learn: developing a stimulating learning
mathematics as interesting, challenging and enjoyable. environment by Lewisham Early Years Advice &
Resource Network. Includes a section on ‘developing
Resources mathematics in the outdoor area’ that offers many
ideas.
Outside Number Games resources box Includes e-mail: eys.advisers@lewisham.gov.uk
curriculum information and ideas for number games. tel: 020 8695 9806.
£80.00 plus VAT from Early Excellence Supporting mathematical development in the Early Years
www.earlyexcellence.com Tel: 01422 311314. Linda Pound, 1999, OUP, ISBN 0335-19887-2.
Focuses on children’s mathematical thinking and
Big Outdoor Maths Box successful learning. www.openup.co.uk or good
Collection of large-scale colourful mathematical bookshops.
equipment for active maths outdoors and inside, notes
suggesting ideas for enjoyable games and activities Useful websites
using all of the resources. £225 plus VAT
BEAM (BE A Mathematician) Education www.beam.co.uk
tel: 01242 267945, Website of BEAM Education, an organisation offering
e-mail: beamorders@nelsonthornes.com consultancy, training and resources for mathematics
or view and buy online at www.beam.co.uk education, including Early Years.
www.childrens-mathematics.co.uk
Online catalogue of multi-sensory resources for outdoor
Children’s mathematics network website.
play; includes many of the items suggested in this
An international, grassroots network for practitioners
Playnotes.
and students regarding children’s emergent
Mindstretchers Tel:01764 664409
mathematics through making marks.
www.mindstretchers.co.uk
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