For the Teacher — Printing & Assembly Guide Print one full set per student (6 pages). Students cut along the dashed borders, complete their cards in pen or pencil, and mount them on their documentation panel or exhibition display table. Placement: Title card at the top centre. Unit cards (pages 2–4) arranged in order below — left to right or in a vertical column. The Open Problem and Mathematical Identity cards (page 5) close the main panel. The Moment of Confusion and Visitor Challenge cards (page 6) sit on the display table in front.
Title Card — displayed at the top centre of the panel
✂ Cut along dashed border
Mathematical Field Study  ·  30-Day Journey  ·  5th Grade  ·  Reggio Emilia
My Mathematical Field Study
Unit 6 · Data, Statistics & Final Project · Day 30
Student Name
My Investigation Question
Date of Exhibition
One word that describes my relationship with mathematics now
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✂ Cut along dashed borders — display in order on your panel
Unit 1  ·  Days 1–6
Number Sense & Operations
The piece of work I chose from this unit, and why — what does it show about my thinking?
Unit 2  ·  Days 7–13
The World of Fractions
The piece of work I chose from this unit, and why — what does it show about my thinking?
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✂ Cut along dashed borders — display in order on your panel
Unit 3  ·  Days 14–19
Decimals & Percents
The piece of work I chose from this unit, and why — what does it show about my thinking?
Unit 4  ·  Days 20–22
Ratios & Proportional Reasoning
The piece of work I chose from this unit, and why — what does it show about my thinking?
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✂ Cut along dashed borders — display in order on your panel
Unit 5  ·  Days 22–26
Geometry & Measurement
The piece of work I chose from this unit, and why — what does it show about my thinking?
Unit 6  ·  Days 27–30
Data, Statistics & Final Project
The piece of work I chose from this unit, and why — what does it show about my thinking?
edumundi.org
✂ Cut along dashed borders — display at the close of your panel
Critical Thinking  ·  Mathematicians' Work
My Open Problem — A Question I Cannot Yet Answer
Mathematicians spend their lives on open problems — questions with no known answer yet. Here is one genuine mathematical question I am holding that I would like to investigate further. It can be big or small. It is mine.
Why this question matters to me:
Mathematical Identity  ·  Day 30
I Am a Mathematician Because…
On Day 1 we asked: what is mathematics? On Day 30 you have your own answer — built from 30 days of real investigation. Finish the sentence in a way that is true for you.
I am a mathematician because
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✂ Cut along dashed borders — place flat on the table in front of your display
Documentation  ·  Honest Inquiry
A Moment When I Did Not Understand — and What Happened Next
In Reggio Emilia, showing confusion is not a sign of weakness — it is a sign of genuine investigation. Here is one thing that confused me during the 30 days, and what I did next.
The moment or concept that confused me:
What I did next — how I worked through it, or what I am still thinking about:
For Exhibition Visitors
Try My Mathematical Challenge
I am leaving a challenge for you. Here is a mathematical question related to my investigation. See if you can find an answer — I will check yours at the end of the exhibition!
My challenge question:
Visitor name
Visitor's answer
Visitor name
Visitor's answer
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