"What trains can you make that are the same length as the yellow rod?"
Following Madeleine Goutard's lead, I'm leaning towards - and today I asked for - writing rather than drawing as a way of recording, which I would have gone for more in the past, but I was happy to see the drawing too. The rationale here is that symbols are a quicker and simpler way of recording and so they can allow you to think further.
We talked through using the first letter for the rods:
It was interesting to see the different ways the children demarcated their different trains. We should look together at how they managed that.
Although I'd shown them the + sign before, when on the carpet at first with their whiteboards I asked them to write down a train I showed, that wasn't how children recorded, so we went with a list of letters. One boy did add the +s. He wrote
I suggested that to show p+w was the same as y, he wrote
but this was evidently confusing as he then switched to
Maybe I should have just left it!
Where would you go next with this?
I think they need to do something similar a few more times, look at each other's pages, see how to show what they want to say really clearly.
Any thoughts, suggestions? I'm feeling my way through this...