Hei Tūhura i ngā Kaupapa Ine

Te Kaupae Ako
He Tauira Whakawhitiwhiti Kōrero
Te āhuatanga e inea ana
(Identifying the attribute)
As children are exploring their environment draw their attention to the attributes of the objects they are playing with. For example:
 
Let's go and find …
Haere tātou ki te kimi i ...
 
A long stick
... tētahi rākau roa
 
A short piece of string
... tētahi aho poto
 
A heavy rock
... tētahi kōhatu taumaha
 
A light bag
... tētahi pēke māmā
 
A short teddy
... tētahi tetipea poto
 
A full cup
... tētahi kapu kī ana i te wai
 
An empty box
... tētahi pouaka tahanga
... tētahi pouaka karekau he mea o roto
 
Extend children’s understanding by showing them what you mean before you ask them to find certain objects. For example:
 
That's a heavy rock, you feel it. Can you find another heavy one?
Kātahi nā te kōhatu taumaha. Kimihia tētahi anō.
 
Laura's got an empty box. Can you find another empty one?
Kei a Hera tētahi pouaka tahanga. E kite ana koe i tētahi atu?
Ask children to describe their thinking:
 
How do you know that is a short one?
He aha koe i mōhio ai he mea poto noa iho tēnā?
 
Why do you think that is a heavy one?
He aha koe i whakaaro ai he mea taumaha tēnā?
 
Why is that an empty one?
He aha i kīia ai he tahanga te pouaka nā?
 
Watch for:
Do children show their understanding of concepts such as long, heavy and empty by using these words appropriately in their play?
Te whakatairitenga mata ki te mata
(Direct comparison)
As children play with objects ask questions which encourage the comparison of the length, weight and volume of two or more items. Support them as they make these comparisons.
 
Which is longer? How could we check?
Ko tēhea te mea roa rawa? Me pēhea e āta tirotiro ai?
 
Which is shorter? How could we find out?
Ko tēhea te mea poto rawa? He aha koe i mōhio ai?
 
Which is lighter? Let’s check both and find out.
Ko tēhea te mea māmā rawa? Me āta tirotiro e tāua.
 
Which is heavier? How can we check?
Ko tēhea te mea taumaha rawa? He aha tētahi mahi hei āta tirotiro?
 
Which holds more?  Let’s find out.
Ko tēhea te ipu he rahi rawa te wāhi o roto? Kia āta tirotiro tātou.
 
Which holds less? Let’s try both and see.
Ko tēhea te mea he iti rawa te wāhi o roto? Mā tāua anō e whakamātau.
 
Ask children to describe their thinking:
 
How do you know that is the shortest one?
Me pēhea koe i mōhio ai koinā te mea poto rawa?
 
Why do you think that is the heaviest one?
He aha koe i whakaaro ai koinā te mea taumaha rawa?
 
How can you tell that one holds more?
He aha koe i mōhio ai he rahi rawa te wāhi o roto i tēnā ipu?
 
Watch for:
Can children check their thinking by directly comparing objects to see which are longer/shorter, lighter/heavier, and hold more or less? Do they change their thinking on the basis of these comparisons?
Te whakatairitenga tipa
(Indirect comparison)
As opportunities arise in play, support children to compare the length of objects that cannot be moved. Use items such as string, wool, or sticks to make these comaprions. Use questions to guide the children's thinking. For example:
 
We can’t move the two tables to compare them. How can we find out which is longer?
He uaua te hiki i ngā tēpu kia kitea ko tēhea te mea roa rawa? Me pēhea tātou e mōhio ai?
 
Let’s use this string/wool/tape. How far along the string does this table come?
Me whakamahi tēnei aho/wūru/rīpene. Pēhea nei te roa o te aho kia rite ki te roa o te tēpu?
 
Now let’s move the string to the other table. How far along the string does this table come?
Me whakatakoto ināianei te aho/wūru/rīpene ki tērā o ngā tēpu hei whakatairite. He pērā anō te roa o tērā tēpu? He roa ake, he poto iho rānei?
 
Which is longer? How do you know?
Ko tēhea te mea roa rawa? He aha koe i mōhio ai?
 
Ask children to describe their thinking as they measure:
 
How are you going to use the string to measure?
Me pēhea te whakamahi i te aho hei ine i te tūru?
 
What are you doing with the string? What are you going to find out?
Whakamāramatia mai tō whakamahi i te aho. E kimi ana koe i te aha?
 
How do you know this one is shorter? Show me.
He aha koe i mōhio ai he poto rawa tēnā? Whakaaturia mai.
 
Watch for:
Can children use the string/wool accurately to compare the length of two objects? Do their comments show they understand how the string is used to make the comparison?
Te whakamahi waeine aro kē
(Using non-standard units to measure)
Use the wide variety of objects available in the learning environment to measure. Suitable objects include:
Hands (matikara)
Steps (whetoko, hīkoitanga)
Straws (ngongo)
Ice cream sticks (rākau aihikirīmi)
Bottle tops (taupoki pātara)
As opportunities arise in play encourage children to use objects to measure. Use questioning to guide children through the process. For example:
 
Do you think that jug or the bucket holds more? Let’s use a cup to measure and find out.
He rahi rawa te wāhi o roto i te ipu, i te pākete rānei? Me whakamahi tētahi kapu hei tirotiro.
 
I wonder, how many cups does that jug hold?
Ki tō titiro, e hia ngā kapu wai ka uru ki tēnā tiaka?
 
How many cups does the bucket hold?
E hia ngā kapu wai ka rite ki te rahi o roto i te pākete?
 
So which holds the most? How many more cups does it hold?
Ko tēhea te mea he rahi rawa a roto? E hia kē atu ngā kapu wai ka uru ki tēnā ipu i ngā kapu ka uru ki tērā?
 
Ask children to describe their thinking as they measure:
What are you going to use to find out which container is larger? Can you tell me about it?
Ka whakamahi koe i te aha hei whiriwhiri i te ipu rahi rawa? Whakamāramatia mai tō mahi.
 
What are you doing with the cup? Can you tell me about it?
Kei te ahatia e koe te kapu? Whakamāramatia mai.
 
How do you know the pencil is longer? Show me.
He aha koe i mōhio ai he roa rawa te pene rākau? Whakaaturia mai.
 
Where appropriate, ask children to estimate before they measure:
How many cups do you think it will take to fill the bucket? Let’s find out.
Ki tō titiro e hia nga kapu hei whakakī i te pākete? Me āta tirotiro e tātou.
 
How many paces long do you think your hut is? Let’s check.
He aha tō whakataunga tata mō te maha o ngā whetoko e rite ana ki te roa o te whare. Me āta tirotiro.
 
Watch for:
Do children demonstrate their understanding by making sure the unit stays the same? For example, do they make sure cups are always completely filled when measuring?
Do children select an appropriate object to measure with? How reliable are their estimates?