THANKFUL WRITING

Do you need a few more activities to do this week? These books are a "timely" way to nurture nonfiction writing and gratitude!

Thankful Journal
Make a special journal for each child to use during the month of November. Several times a week ask them to draw, list, or write sentences about things they are grateful for. You can use napkins, paper plates, or a fork as shown.

Thankful Board
Designate a bulletin board or poster in the hall as your “thankful board.” Children can attach sticky notes or draw pictures of things they are thankful for.


Thankful for Friends
Jane Lake shared this idea with me several years ago. Fold 3 sheets of paper in half and staple. Children use one of the prompts below on each page of their book.

1. A good friend is…
2. I’m a good friend when…
3. What friends like to do together…
4. Symbols of friendship…
5. Names of my friends…

Thankful Song
(Tune: “Are You Sleeping?” Children repeat each line.)
I am thankful.
I am thankful.
Every day.
Every day.
For my friends and family.
For my friends and family.
Thanks I say!
Thanks I say!

SHOW ME THE MONEY

Money Tree

Does money really grow on a tree? Where does money come from? Why do you need money?

Brainstorm how you pay for things when you go to a store? Do your parents use dollar bills, their phone, credit cards? 

*Let children make play credit cards by cutting 2” x 3 ½” rectangles out of Styrofoam plates.

Money Song

* Note! One day I got a phone call from a mother who said I was making children "capitalists" and "greedy" with my song. I think sometimes adults take a little song too seriously. That being the case you can change the words to "Let's learn some more" instead of singing "I always want more."

Money Song (Tune: “Shortnin’ Bread”)
Chorus: I like money to buy things at the store. (Point to self.)
Money, money, money, (Open and close fists.)
I always want more! (Palms up and shake.)

A penny’s worth one cent. (Hold up 1 finger.)
A nickel’s worth five. (Hold up 5 fingers.)
A dime’s worth ten cents. (Hold up 10 fingers.)
A quarter’s twenty-five. (Open and shut hands for 25.)
Chorus

Lincoln’s on one cent.
Jefferson’s on five.
Roosevelt’s on ten cents.
Washington’s on twenty-five.
Chorus

A building’s on one cent.
A building’s on five.
A torch is on ten cents.
An eagle’s on twenty-five.
Chorus

Here's a video my webmaster made:
http://www.bit.ly/drjeanMoneySong

Note! All things change. Some of the coins minted now have different figures on them than in the song. Use this as a "teachable moment" to talk about the differences.

*For homework have children ask their parents if they know who is on the penny, dime, nickel, and quarter. They will be tickled to know something that their parents don't know!


Change Please

Draw four square on a file folder. Label with “penny,” “nickel,” “dime,” and “quarter.” Give children a coin purse with change and ask them to sort the coins. Can they count the total amount?

Rubbings
Have children do rubbings of coins. Tape coins under a sheet of paper and rub with the side of a crayon. (Roll tape and put it on the back of the coins to keep them from sliding around.) Who do they see? What’s it worth? 

*Let children examine coins with a magnifying glass. Encourage them to discuss details. How old is the coin?




Coin Value Song
Here's a clever song that Paris Garrett came up with to the tune of “Who Let the Dogs Out?”
Who let the penny out?
1, 1, 1, 1 (Hold up one finger.)
Who let the nickel out?
5, 5, 5, 5 (Hold up five fingers.)
Who let the dime out?
10, 10, 10, 10 (Both hands up.)
Who let the quarter out?
25, 25, 25, 25 (Two fingers on one hand and five fingers on the other.)

MORE/LESS/EQUAL

One math standard that many children struggle with is the ability to understand what is one more and one less. Let’s see what happens when we hop, sing, and move this standard.

Paper Clip (Parisa Ghannadan)
Make a number line on a sentence strip. Use a paper clip to slide to different numbers and the children can see what comes before and after.

Number Line Hop
Draw a number line with chalk on the carpet or use masking tape to make a number line on the floor. Choose different children to hop to a number. What is one less? What is one more?
*Let children roll one or two dice and then hop to that number. What is one more? Less?
*Call two children and ask each to stand on a different numeral on the number line. Which one is more? Which one is less?


Ruler Game
Give children a ruler to use as a number line. Have them point to the numbers as they count on the ruler. Can you find 6? What’s 1 more than 6? What is 1 less than 6?


More or Less Game
Make a grid similar to the one shown. Two children take turns making sets with unifix cubes in the middle section. Their partner has to make sets with “one more” and “one less.”

Counting on a Shoestring
Write numerals 0-20 on a cotton shoestring with a permanent marker. Insert a bead. Children move the bead as they count. They can clearly see what is one more and one less.

Ten Little Friends
Ten little friends (Hold up fingers.)
Went out to play (Wiggle.)
On a very bright
And sunny day.
And they took a little walk.
Walk, walk, walk. (Walk fingers in front of your body.)
And they had a little talk.
Talk, talk, talk. (Put fingertips together.)
They climbed a great big hill (Move fingers over your head.)
And stood on the top very still. (Keep hands still.)
Then they all tumbled down (Roll hands around and down.)
And fell to the ground.
We’re so tired, (Hold up fingers.)
They all said.
So they all went home
And went to bed.
10 – 9 – 8 – 7 – 6 – (Put down fingers one at a time as you
5 – 4 – 3 – 2 – 1. count backwards and lower your voice.)
Good night! (Lay head on hands.)

CALENDAR CHATS

Calendar chats can be a springboard for many math concepts, such as counting, addition, more, less, measurement, shapes, etc. Here are some ways to tie in math with your morning meeting.

*Hint!  Each month mark the calendar with days that have a special meaning for the children, such as birthdays, field trips, vacation days, etc. 

How Many?
Count how many boys. How many girls? How many altogether? Which is more? Which is less? How many ones and how many tens?

Operations
Think of equations that equal the date.

Vote
Vote on books, games, songs, and other favorites. Tally results and discuss more, less, and equal.

Before and After
How many days until the field trip?
What was yesterday? What is tomorrow?

Pattern
Make a pattern as you color in the days on the calendar.
Make patterns with the children by having them stand, sit, or do motions.
Clap hands and slap thighs in patterns for the children to extend.

Shapes
You will need a pointer for this activity. Insert different shapes in this song to the tune of “Do You Know the Muffin Man?”

Do you see a circle, circle, circle?
Do you see a circlesomewhere in the room?
Pass the pointer to a child who touches that shape and responds:
Yes, I spy a circle, circle, circle. Yes I spy a circlein the room.

*You can involve the whole group by letting them all get up and touch the shape mentioned in the song.

Comparing
Compare the number of children who were tie shoes and Velcro, who have pockets or no pockets, who walked to school or rode to school, etc.

Days of the Week (Tune: “The Addams Family” – Sing in sign language.)
Days of the week. Days of the week. (Snap fingers.)
Days of the week. Days of the week.
Days of the week.
There’s Sunday (Open palm and circle out.)
And there’s Monday, (Make an “m” and circle.)
There’s Tuesday (Make a “t” and circle.)
And there’s Wednesday, (Make a “w” and circle.)
There’s Thursday (Make an “h” and circle.)
And there’s Friday, (Make an “f” and circle.)
And then there’s Saturday. (Make an “s” and circle.

https://www.youtube.com/watch?v=-JsfKTNAL50

*Point to the days on a calendar as you sing.

Macarena Months (Dance the Macarena as you sing.)
January, (Left arm out with palm down.)
February, (Right arm out with palm down.)
March, (Turn left palm up.)
April, (Turn right palm up.)
May, (Right hand on left shoulder.)
June, (Left hand on right shoulder.)
July, (Right hand on back of head.)
August, (Left hand on back of head.)
September, (Right hand on left front hip.)
October, (Left hand on right front hip.)
November, (Right hand on back right hip.)
December, (Left hand on back left hip.)
Then you turn around. (Turn around.)

http://bit.ly/drjeanMacarenaMonths

IT'S ABOUT TIME!

Even if "time" isn't in your standards, it's an integral part of all of our lives. This version of "Hickory Dickory Dock" is good for younger children because of the counting and rhymes. It can also be adapted for older students who are learning to tell time because they can use their arms like the hands on a clock as they sing.

Hickory Dickory Dock

Hickory dickory dock. (Palms together and tick tock back and forth.)

The mouse ran up the clock. (Wiggle fingers up in the air.)

The clock struck one, (Clap one time.)

The mouse ran down. (Wiggle fingers down.)

Hickory dickory dock.

Two – “Yahoo!” (Continue clapping the appropriate number of times.)

Three – “Whopee!”

Four – “Do more!”

Five – “Let’s jive!”

Six – “Fiddlesticks!”

Seven – “Oh, heavens!”

Eight – “Life’s great!”

Nine – “So fine!”

Ten – “We’re near the end.”

Eleven – “We’re sizzlin’.”

Twelve – “I’m proud of myself.”

*Here's a youtube video:

https://www.youtube.com/watch?v=nQbBksJMjpg

*Make paper plate clocks and use to as you sing the song.

*Use your arms like the hands on a clock. Extend both arms over your head. On “one,” bring right arm down to the position of “one” on a clock. On “two,” bring right arm down to position of “two,” and so forth as you sing.

Digital Time - Place a digital clock by the wall clock in your classroom so children can associate both ways of telling time.

MATH MATS AND TEN FRAME

Math mats are a “hands on” way to give children concrete experiences with addition and subtraction. Trim a file folder to make a 12” square. Draw a line down the middle of the square as shown. Draw a line down the middle of the top section. Explain that the line in the middle is like the equal sign in an equation. What is on the top has to equal (be the same as) what is on the bottom. 

Note! Poker chips, small toys, natural items, small erasers, and other objects can be used with the math mat. You can also make smaller math mats from an 8" square.

HOW?
Addition
Demonstrate how to use counters to make a set in the top left section and a set in the top right section. Count. Pull down the objects into the bottom section and count how many altogether.

Subtraction
Use counters to demonstrate subtraction.

Missing Addend ”If I have 3 and I want 8, how many more do I need? Let’s put 8 in the bottom. Now, move 3 to the top. How many more do you think I’ll need?” Continue to let children move the counters to solve similar problems.

Note! Have children write the number sentence when you do these activities.



Hint! You can also use divided plates for adding and subtracting 2 numbers. Children will “eat this up” with dry cereal!


Math Bags
Children will be able to manipulate objects to demonstrate different number bonds with these math bags. You will need zip sandwich bags, permanent marker, small flat counters (buttons, poker chips, lima beans, glass pebbles).

HOW?
Draw a line down the middle of a bag with a permanent marker. Insert objects in the bag. Ask the children to count the objects in the bag. Slide the objects from one side to the other to make different combinations. Can they write down the different combinations?



TEN FRAME
A ten frame will give children another "hands-on" way to explore math concepts.
Note! Five, ten, and twenty frames are available to download on the internet.




Building Sets
Call out a number and demonstrate how to place the counters in the frame starting on the left. Remind them to always start with the first frame on the left.
*Turn the frame vertically to make sets.
*Can you place the counters in a different way?
*Have children count forwards and backwards on their frames.

Addition and Subtraction
Place counters for the first addend on the top row and the second addend in the bottom row. How many altogether?
*Take away counters for subtraction problems.

Double Frames
Extend to a double ten frame for building numbers to 20.

HI HO HI HO - ADDING WE WILL GO!

Math was always one of my favorite subjects as a child and as a teacher. If you keep it REAL and HANDS-ON you can introduce addition to younger children and then extend these activities for older students.

Hi Ho - Adding We Will Go (Tune: “The Farmer in the Dell”)
1 plus 1 equals 2 (Hold up fingers as you sing.)
1 plus 1 equals 2
Hi, ho, adding we’ll go. (Roll hands around.)
1 plus 1 equals 2


Hands Up Math
Trace around the children's fingers and cut out. Glue the palms to a sheet of paper. Do not glue the fingers because you want to be able to move them up and down to demonstrate addition and subtraction.

Hint! You might want to make this with one hand for the younger children.

Body Addition and Subtraction
Children stand and put their hands in the air as the teacher says a number. When they touch their heads the teacher says “plus” or “minus.” As they touch their waist the teacher says a second number. When the touch their knees everyone says “equals.” And when they touch their toes they say the answer to the math fact.

Adaptations: Tell number stories where children touch and tell the answer.


Addition Card Game (Stephanie Fowler)
Two children play this game with a deck of cards. The first child pulls two cards and adds them. The second child then pulls two cards and adds them. The child with the greater sum wins.


Magic Fingers
The teacher calls out a “magic number.” The teacher holds up numbers on one hand next to her chest. The children must hold up the correct number of fingers to equal the “magic number.”

Bear Hug Letter (Susan Finklestein, Montgomery, AL)
This has nothing to do with math, but it was such a clever idea I found when I was looking at old blogs that I thought you'd like it. Send home a note shaped like a bear that says, “My teacher is so proud of me. Give me a bear hug!”

Hurry back tomorrow for more hands-on math tools!