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During Math Meeting: Each student has a clipboard with a stack of papers on it that we work through together each morning. (Do not start this at the beginning of the year.) Together we fill in their paper calendars with the Student of the Day and also mark with stars any special occassion (birthdays, holidays, etc) The next page is a weather graph....also done with the Student of the Day. The third page is one that has lines like this, 1)_____, ______, _____, ______etc...(fill the pg and number each line) I start out the number pattern and then the class helps me finish it. The next page is a blank 100 square graph. Each day, together, we fill in a line of 10 numbers. It takes ten school days to write to 100. The last page is MONEY!!!! On this page there are four columns. The first is a line (going down the page) of cups drawn to represent holding money. The second column are lines with the cent sign (at first and later remove it so they add it) beside each cup. The third and fourth columns are the same as the first and second, that way you can get prettymuch an entire month's worth of money practice. TO USE THIS PAGE FOR MONEY TEACHING: I hold up coins....begin easy with only pennies, then nickels and pennies, then dimes and pennies, and finally dimes, nickels and pennies. I hold them up and we count together. Sometimes we have to count several times together to get it correct, but the class has to work it out. We all draw the coins in the cup and then write the amount on the line with the cent mark. REMEMBER: Remind the students that if a neighbor is lost, that we are working together and being a helper is fine. (Peer teaching really works in my classroom!) Also during math meeting we count the number of days of school using a 1 to 100 number pocket chart. We count by ones (pennies), fives (nickels), and tens (dimes)......Other lessons, odds, evens, backward, forward, etc.... Anyway, after we count to the number of days we are on, I then ask "If I were to give you dimes and pennies for this number, how many dimes would you have? How many pennies? (For example: If it is the 35th day of school, they would reply with 3 dimes and 5 pennies. This really helps when they have to look at a math receipt worksheet and have to tell how many dimes and pennies the wagon would cost, etc.) When the students have a grasp of money.....We play "buy and sell." I pair the students off and each student has three or four items (empty boxes and plastic jars of food) on their desk. Using those flourescent circlestickers, I mark a price on each item that way I control what they are counting. They also have a paper piggybank I have laminated just to keep the money used to buy separate from the rest of the money on their desks. The first child tells the second one which item they are going to sell. The second child must tell the first one what the pricetag says and then place the correct amount of change on his own piggybank. (NOTE: NO ONE EVER EXCHANGES COINS. YOUR COINS STAY ON YOUR DESK. THEN YOU DO NOT HAVE TO SORT WHEN DONE.) If correct, the child gets the item placed on his own desk. If incorrect, the child selling the item must help the one buying count out the change correctly, then the item is sold. (Then it is the second child's turn to sell to the first......back and forth.) What I have noticed is if I pair up a strong moneysensed child with one who stuggles, they learn great from peer tutoring. I walk around the room checking, helping, and changing items on all the desks so they can keep buying and selling different things. THEY WOULD DO THIS ALL DAY IF I LET THEM! I have other ideas that I have either made up or have come across over the years, but I will not write a longer novel this time! Ha! If you would like more ideas, please let me know. Hope these ideas help!
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