Each morning my classroom starts the day with math exercises. Over the years I have developed a way to deliver broad range activities that cover what I consider to be practical math applications. Time, money, weight and calendar questions are covered on a daily basis. The way the lessons are constructed leaves room for adapting and modifying for different learning modalities and ability levels. The materials needed are minimal and easily gathered. The instruction delivery is a combination of teacher-led, whole class participation, partner or table group work and individual application. And the whole program is portable, too!
As the students enter the classroom, they are issued a template for their first daily math work. Cues for their lessons are displayed (either on a smart/interactive board, white board or a paper display board. The first order of the day is to write their name and the date. The date needs to be noted two ways (e.g. November 3, 2013, 11/03/13).There is a large posted calendar for reference. Next, the time is filled in, first by illustrating a blank clock face, then noting the analog and digital form. As the students work individually and silently, I move through the room and issue small amounts of plastic coins (available online or at teacher supply stores). The students then sort and name the coins (how many pennies, dimes, etc.) and get a coin total. Then they add the value of the coins and note that total two ways (65 cents, or .65 for example).
All this is done independently and without talking. It should take only 5 to 10 minutes. All students can accomplish these tasks with practice, and I can modify the lesson by handing out smaller or greater amounts of coins, according to student ability. When most of the class is nearing completion of these initial activities, I go to the front of the room and welcome the class. I ask for the date, and write it on the board. I ask for the time, and write what the majority agreed was the beginning time. This is an opportunity for students to ‘self-correct’ what they have on their templates. I then write out two word problems, reading out loud as I go. The first will have to do with time or date, such as: What time was it one hour and ten minutes ago? Or: What will the date be in five days? The next will have to do with money, such as, “I you were given two more dimes, how much money would you have? I give the class a few minutes to answer the word problems and complete their beginning activities.
On display I have a skip count ‘rule’ posted (odd numbers starting with 33, for instance) and the next step on the template is to fill in the count on a number line. This is a good last step activity for students who are quick to solve the time/money word problems. For students who are taking longer, they will be given opportunities later in the day to complete their number counting line.
The initial exercises are set aside after 15 or 20 minutes, and we move into table or team activities. The quiet and methodical activities of daily math seem to set a positive tone at the day’s outset. Often I will play classical music during this morning math work. The students get right to the tasks at hand, and I have time to take roll.
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