Since January we have done Calendar Math Money for the date. For each day of the week I have these cut outs of pennies, nickels, dimes and quarters. I have a pocket calendar so I fill each pocket for a week or two with these cut outs of just pennies. Mine have little bits of magnetic tape on the back. When the helper puts up the number for the calendar he/she pulls out the coin and tells us what it is - a penny and what it is worth - one cent. I have a baking sheet that I pre-drilled holes into and tacked into the wall and the money is placed on this to count. The goal is to use the least amount of coins on this board to make the date in money - pennies, nickels, dimes, quarters.

For example on the morning of Friday Feb. 17 we had one dime, one nickel and one penny from Feb. 16. Then we added the penny for Feb. 17 and counted the money to have 17 cents. We talk about if we can trade anything in for something else. Sometimes we can and sometimes we can't. As time permits I let them try it and see if it works. Many students still have trouble with this and it takes a long time I find with money. I have a chart with all the coins and the value of each above the board at calendar which we review although not everyday anymore. When I have time I hold up one of the four coins and ask what is the name and what is the value. I make sure they name it first and then can tell us what the coin is worth.

Another activity which we started late is called number of the cycle. We just started it and it will take us a while to get going but I think my kiddos really need this and I should have started in earlier - I'll know for next year. I do this on my white board and then copy it on to a plain piece of white paper. We take the number cards I have in my Math bucket. I have 0 to 100. I took 1 to 25 first and we randomly pick one number. Then we draw and record the following:

- the digit (9)

- the word (nine)

- draw base ten: units/ten sticks

- draw how many beads on a string this would be. (I have a string of red and black beads in sets of 10 to 100 to show this first and then we draw it and colour it to match my beads of red and black)

- show the number in coin money 2 ways: one student said nine pennies so that is what we drew and a second student said one nickel and 4 pennies so this is what we drew.

- the number in tallies (they are still having a lot of trouble with this...)

- then we check to see if it is Odd or Even: I have unifix cubes for the number and then I have two volunteers come up and I share the cubes. If they have the same amount then it is a Fair Share and the number is even. However if one person has more then another then it is not a Fair Share and the number is odd.

The students are given a blank piece of paper holes punched to the left and then they copy this "Project" themselves. I score it out of 8 points and give them the rest of the math period to do it. It takes about 30-40 minutes of the Math period to get this done which is why I only do it once a cycle.

A few students take even longer...

I'll keep the first few for our portfolios and then I'll start sending these home and keep only every other one or so for our portfolio binders. For absent students I print the digit and number at the top of the blank page and place it in their Not Yet Finished Folder so they can try and get it copied when they come back. That is why I also make a copy and stick it on my board with a magnet. Those absent have a few days to get it copied and haded in. You could do it as a Math Journal and do it together as a class. I prefer single sheets and attendnace is a concern in my area and booklets are often too difficult to keep track of for me.

sdwl

PS: You could also do do these which I plan to add later on when we get faster -

- give 2 addition facts, - give 2 subtraction facts,

- create a word problem for the number and solve it with a picture, an equation and a word sentence.