• What mathematical vocabulary does the child

use? (higher, more/less, triangle, behind.)

• What is the child ‘noticing’ about numbers in

every day situations in the classroom?

• What mathematical concepts does the child

demonstrate through the use of materials? (order,

pattern, symmetry, data management.)

• How does the child use mathematics in other

areas of the program? (matching one to one

with plates for each person in the dramatic play,

measuring the height of a bean plant, making

patterns with materials at painting, sorting the

boxes at the classroom store, ordering the shells

at the science table.)

• What concepts of mathematics does the child

demonstrate with the materials? (one to one,

cardinality, stable order.)

• How does the child demonstrate evidence of

spatial awareness? (finding own space in the gym,

organizing collage materials at the visual arts

centre, establishing an area for building materials,

organizing self on paper.)

• How does the child use language? (to describe

how to solve a problem, to explain a solution, to

create a story problem, retell a number story.)