Are we giong to eat them? (MAYBE LATER – we agreed that if we ate them now there would be nothing more to investigate! (Some children thought they would like to try them, some not, we didn’t record how many. Maybe we should and we could make a graph?)
Are there really any oatcakes in there? (YES! – we checked!)
Why do we have oatcakes on the table? Why did Mr Porteous bring the oatcakes in? A suggested it might be to help our learning. This prompted further questions – how would it help our learning?? – ideas welcome!
How many oatcakes are in the boxes? B suggested we open them and stack them up and count them. We did. We opened the red box first. It had four plastic packets inside. We thought about opening these but decided the oatcakes might get dirty. C suggested counting them in the packet and did so. There were 7. How many altogether. Some began counting in 7s. We quickly got to 28. How could we record how we worked that out? Double 7 is 14. A explained how to do 14+14. Split each 14 into 10+4. Add the tens (10+10=20), add the units (4+4=8) so total: 20+8=28. We can record using a number-bond diagram.
We opened the green box. Again four packets. We counted again. This time there were only 6 in each packet. D explained what to do.
Discussion about why different? E suggested that the red box might be bigger. We checked. It was the same length. But it was WIDER or THICKER. This fitted with fact that it held more oatcakes.
How many cracked ones are there? NONE SO FAR…
Do you have to cook oatcakes? NOT ANSWERED YET. (Questions about how oatcakes are made would be interesting to investigate!)
Nest step:s:
(1) recording our thinking – number bond diagrams, calculations, sentences,.
(2) How many oatcakes in total? (A has already explained this privately with a clear strategy for adding 24 + 28. – can others work this out?)
(3) What other questions could we investigate? (Tom)
how big are the oatcakes?