SCHEDULE- Use clock faces to set up the daily schedule. This creates many opportunities for reinforcing concepts about time. Have children make the schedule by placing schedule cards next to the appropriate clock face. For example, place the math card next to the clock the reads 9:25. Another possibility is to set the schedule cards and have the children set the clock faces to the appropriate time. Refer to the schedule and pose questions such as, "What time do we have reading today?" or "What activity is scheduled for 10:55?"
TEMPERATURE- Create a chart each month that records the daily temperature. Record both the Fahrenheit and Celsius readings for the day as well giving that day a color based on the readings. Throughout the month, ask temperature-related questions. For example, "On the 12th it was 61 degrees Fahrenheit. On the 13th it was 44 degrees Fahrenheit. What is the difference between the two temperatures?" As the months go by keep all the charts on display; this will provide many more opportunities for creating temperature- as well as data-related problems.
Below-20 Celsius |
Below -4 Fahrenheit |
No Color/ Very Frigid |
-20 to -10 Celsius |
-4 to 14 Fahrenheit |
Purple/ Frigid |
-9 to 0 Celsius |
16 to 32 Fahrenheit |
Blue/Cold |
1 to 10 Celsius |
34 to 50 Fahrenheit |
Green/Cool |
11 to 20 Celsius |
52 to 68 Fahrenheit |
Yellow/ Warm |
21 to30 Celsius |
70 to 86 Fahrenheit |
Orange/Hot |
Above 30 Celsius |
Above 86 Fahrenheit |
Red/Very Hot |
October
Date Temperature Code
3 |
61 F |
16 C |
Y |
4 |
65 F |
18 C |
Y |
5 |
58 F |
14 C |
Y |
6 |
61 F |
16 C |
Y |
10 |
58 F |
14 C |
Y |
11 |
61 F |
16 C |
Y |
12 |
61 F |
16 C |
Y |
13 |
44 F |
7 C |
G |
16 |
44 F |
7 C |
G |
17 |
58 F |
14 C |
Y |
18 |
65 F |
18 C |
Y |
19 |
62 F |
17 C |
Y |
20 |
65 F |
18 C |
Y |
23 |
54 F |
12 C |
Y |
24 |
44 F |
7 C |
G |
25 |
43 F |
6 C |
G |
26 |
44 F |
7 C |
G |
27 |
48 F |
9 C |
G |
30 |
47 F |
8 C |
G |
31 |
57 F |
14 C |
Y |
CALENDAR- Use the calendar throughout the month to create math problems. Have the children predict what the date will be one or two weeks from a given date. At the end of the month, create instructions that will help to deconstruct the calendar, such as "Clear all the days with 4 in the ones place," "Clear the even-numbered days," and "Clear the 3rd Monday of the month." Vary the level of difficulty of the activities to accommodate the needs of your students.
DAILY ATTENDANCE – Every day the attendance monitor goes to the attendance chart and counts the number of children that are absent. He /she then goes to the meeting area and fills in the chart for the day. For example, 25 children are in our class. 4 children are absent today. 21 children are here today. Questions can be posed giving different numbers for the number of absent children and then finding the new attendance totals.
For example:
Date |
Children in our Classroom |
Absent |
Total |
2/7/07 |
21 |
2 |
19 |
|
|
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NUMBER OF DAYS IN SCHOOL – Count the number of days in school as part of your morning routine. This can be done in several ways:
- Move a marker across the number line
- Have the children count the days using popsicle sticks
- Count the days using Roman Numerals
There are many opportunities for posing different math questions by through counting days. Some possible questions are: "It is day 25 today: How many days until we get to the 100th day of school?" "Today is day 50: What number of days in school was it two weeks ago?" and "The Roman Numeral for 50 is 'L': What is the Roman Numeral for 55?"
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