Table of Contents
A-01 Self Help
B-02 Perceptual Motor
C-03 Language Development
D-04 Social Skills
E-05 Communication
F-06 Visual/Sensory
G 07 Reading
H-08 Language Arts
J-09 Math
Q-15 Life Skills
R-16 Vocational Training
N-13 Arts
Long Term Goals, Short Term Objectives and Behavioral Objectives
J-09 Math
J1- Allow students to earn ‘money’ in class for various positive behaviors. Near the end of the year have students bring items from home for an auction in which they can use their earned ‘money’. Parent contact suggested.
J2- Ask school employees, parents, community members to submit examples of ways they use math in their homes and occupations. Use these to develop ‘story problems’ which have practical value.
J3- Ask students to bring in old items to sell at a flea market to be held at the school. Have them keep track at the flea market of the money and be in charge of making change. Permit students to buy books and materials with the money they earn. Parent and Supervisor approval suggested.
J4- Ask students to close their eyes. Move around the room ringing a bell. If the sound of the bell is near the students they raise their hands; if it is far away, they keep their hands down.
J5- Assemble two sets of objects (buttons, seashells, and lollipops). One set having more objects than the other. Have the students identify which set has more and which set has fewer. Follow the same procedure with a variety of objects.
J6- Assign a student to stand at the front of the line being first. Have the student call his/her classmates to line up using their names and the ordinal number they will have in line until all of the students are in line.
J7- Assign a student to take basketball or baseball stats for a game during a gym class. Keep the stats simple. Use the tally method. Then have he/she make charts or line graphs comparing performance of players or teams. Also, complete percentages of field goals made to field goals attempted or batting averages.
J8- Assign each student a small window space and ask each to record in drawing or painting a specific scene. Fasten together to form continuous mural and attach above or below windows used. Repeat activity several times each year to show seasonal change.
J9- At beginning of school year, take class on neighborhood walk. Have each student select a small area or specific tree/bush to adopt. Have each student record observations on 8 1/2 x 11 paper. Date page. Take at least monthly trips to spot again, recording observations on dated page. Fasten together at end of year to form ‘through the seasons book.’
J10- Base your point system on 10s and make point markers shaped as coins. Substitute these with money scrip later in the year. Have students count points daily as if counting coins.
J11- Beat a rhythm or clap and have students place a counter in front of them for every beat they hear (auditory recognition of numbers of sounds to numbers of objects).
J12- Begin rhythm pattern. When class has joined pattern, give math problem. Students continue pattern, giving answer to problem. Example: clap, clap, five plus three, clap, clap, eight.
J13- Bounce a super-ball in front of the classroom. Have the student count every time the ball bounces. Give the student a number (i.e. 4) and he/she will have to catch the ball after the 4th bounce.
J14- Brainstorm ways students can use math in everyday life. Earn math computer time by printing on paper a new idea and tacking it on a bulletin board entitled: Modern Math Meanings. Get even more points for pictures.
J16- Choose several objects in the classroom. Write names of objects on a sheet of paper. Have students measure these objects (in inches or feet).
J17- Collect objects in a paper bag such as: feathers, tissues, blocks, books, etc. Students receive a bag of objects and sort them into two piles, one for heavy and one for light.
J18- Compare and group objects using non-standard units and have student ask self, ‘Is it longer than the (book)?’ or ‘Is it as tall as me?’. Help student measure and record length and height in appropriate standard unit.
J19- Construct three posters depicting activities student does during morning, afternoon and night. Use as prompts for student to discuss times of day and activities.
J20- Cover 20 tin cans with contact paper. Write the numbers 1 to 20 on each can. Make the numbers 1 to 20 out of felt (make 4 or 5 sets). Students put felt numbers into the appropriate cans.
J21- Cut 7xJ5-inch cards. Divide into 8 squares. Place a random item in each square. Each card must have 3 items the same if the 4 basic items are presented. Cut 4×4 cards with one of the items to be identified. Give each student 7xJ5 card & markers. Present one 4×4 card. Student covers the item presented & identifies it.
J22- Cut 10 7×8-inch fish with large mouth & teeth. Cut 10 2.5-inch fish. Place one concept or fact on small fish, another on large fish. Put small paper clip on small fish. Use fishing rod (stick, string & magnet) to catch small fish. Student puts small fish in corresponding large fish’s mouth.
J24- Cut numerals 1 to 10 from felt; glue each numeral to a balloon inflated with helium. Cut enough stars to make corresponding sets per numeral; glue stars onto balloon inflated with helium. Students matches numerals with the star sets.
J25- Cut out either a circle, a square, a triangle of a rectangle on each of the four sides of a box. Give the students blocks representing each of the shapes. Have them place the correct block through the corresponding cut-out.
J27- Cut out many shapes and hide in the classroom. Have the students find all of the shapes. Have them show their classmates which shapes they found, naming each shape. Count the shapes found. Group all similar shapes.
J28- Cut out numerous pictures of animals, household items, etc. Mount them on individual index cards. Ask the students to look at the picture on the index card and guess the actual size of the object. Show two pictures and have them compare to see which one is bigger, weighs more, etc.
J29- Cut out of red poster board ten 8.25 inch apples. Write one number on each apple from one to ten. Laminate the apples. Cut out one inch circles in each apple. (One circle on apple 1, two circles on apple 2, three circles on apple 3, etc.). Have students place their fingers through the holes in the apples and count their fingers.
J30- Cut out shapes from one side of a box. Give the students blocks matching these shapes. Have them place the correct block through the correct hole in the box. Name the shapes as they are taken from the box.
J31- Cut out three circles for each student. On one circle students draw a morning activity, on another circle they draw an afternoon activity, and on the third circle they draw a night activity. Staple the circles together into a booklet.
J36- Demonstrate visual concept of terms empty and full by having students fill and empty containers of sand, water, salt etc. Use the terms empty, full.
J37- Discuss in career class what a dispatcher is, then have the students act as a dispatcher. Have them compute how many cartons have been shipped on each truckload. Give the students various charts for completion.
J38- Display a set of 2 red socks on a clothesline, a set of 6 blue socks on the clothesline, and a set of 10 yellow socks on the clothesline. Elicit that there are more blue socks than red socks, and there are more yellow socks than blue socks. Explain that the set of yellow socks has the most members.
J39- Divide a poster board square into nine or twelve squares. Take 2 beans and spill them onto the board. Add the numbers in the two squares where the beans fall. Use also for multiplication drill.
J40- Divide chart in half. Label one half ‘One’ and the other half ‘More than one’. Student lists objects in class of which there are one or more and tells under which heading they belong.
J41- Divide class into 2 teams with chalk and eraser. Pick a math flash card and read it. First person on each team runs to board, writes and solves equation. First correct answer wins.
J42- Divide class into groups of students with about 4 or 5 to a group. Students then arrange themselves from tallest to shortest.
J43- Divide students into two groups in classroom or outside. Ask one student to name who is near and who is far. Use photos to aid student in classifying.
J45- Divide the class into small groups. Each group will be assigned a number. As a group, the students will write down all the possible arithmetic combinations they can think of that will total their given number. Student will receive one point for each arithmetic fact.
J46- Divide the class into small groups. Have a deck of cards without the joker. Shuffle the cards and deal ten to each player. The students will then total the cards by adding all the number cards first. Then all face cards are worth 10 points and an ace is worth 11 points. The students with the most points wins. Have students check each other’s points.
J47- Do not use counting to determine which set has more members. Use 2 clear plastic cups. Place more jelly beans in one cup than the other. Give cups to the students. Have students tell by just looking, which cup has more beans.
J48- Draw 12 boxes on 8.5×11 paper. Draw a snowman in each box. Place one numeral randomly on snowman’s hat. Instruct students to cut boxes and place numerals in sequential order. Glue numerals in order on a paper strip provided.
J49- Draw 12 boxes on an 8.5×11 paper. Draw snowmen in each box. Place one numeral on snowman’s hat in the middle row. Instruct students to write the numeral that comes before and after the one in the box.
J50- Draw a clock face on board, omitting 12. Student fills in missing number. Repeat for each number; then omit two or more at a time. Eventually student should place all numbers on clock face when only 12 is present.
J51- Draw a large picture of the Cookie Monster on blue construction paper. Staple 10 small paper bags with one numeral on each bag at the bottom of board. Draw and cut 55 cookies. Student paces the correct number of cookies in each bag.
J52- Draw a tens/ones chart on board. Tell student ‘I’m thinking of a number with a one in the ten’s place and a 6 in the one’s place’. Student writes numbers in correct places and reads number. Use higher place values as needed.
J53- Draw and cut seven 10.5×12-inch pieces of clothing (ex. shirts, shorts, skirts, pants etc.) Write 1 day of the week on the clothes. Hang clothes on line with 2 clothespins in order from Sunday to Saturday. Cut 4×7-inch white socks. Hang socks on corresponding day of the week. Ex. Sun. socks 1+2, Mon. socks 1+3, Tues. socks 1+4, Wed. socks 1+5, etc.
J54- Draw shapes on poster board. Outline the shapes with yarn. Place the poster board in a box. Have children close their eyes, stick their hands into the box, and feel the yarn shape. Try to identify the shape.
J55- Drop pennies in tin can. The student should wait until he/she hears the sound before he/she counts.
J56- Each student tells the class something they did yesterday in school. Then each student tells something they’ve done today. Then each student tells something they would like to do tomorrow.
J57- Enter information onto tachistoscope. As student reads problems, he/she responds, verbal or written. Student is able to self-correct.
J58- Enter problems onto card reader cards. Student reads problem while card reader reads problem. Student responds. Card reader supplies answer, allowing for self-correction.
J59- Facilitate students’ ability to translate sentences into algebraic expressions. Put symbols on the board like +, -, x, /. Have students take turns giving a word or words that mean the same as the symbol.
J60- Fill containers with sets of small objects such as five buttons, two paper clips, three blocks, and five pencils. Have the students count the number of objects in their container and write five math facts about their objects.
J61- Follow up a discussion of winter by giving students a drawing of a stick figure, and another with various items of clothing. Color, cut out, and glue the appropriate winter clothing onto the stick figure.
J63- Get three identical containers. Place 10 pegs in one, 5 paper clips in another, and 1 pencil eraser in the last container. Ask which has the most in it. Interchange containers. Ask question again. Repeat exercise using the word least.
J64- Give each student a card with a tic-tac-toe grid on it. Draw a shape in each box. Use a spinner with all the shapes on it. The student spins and puts a mark in the correct box.
J65- Give each student a pocket calendar and help him/her to mark special dates such as birthdays, field trips, and assemblies. Periodically ask the student questions related to the calendar (How many days until ____?, etc.).
J66- Give each student a small plastic bag filled with varying lengths of 2 spoons, 2 straws, 2 pencils, and 2 crayons. Have matching materials and demonstrate the activity by choosing 2 spoons and compare the lengths. Have the student compare the length of the spoons. Follow the same procedure for the remaining materials.
J67- Give letter cards to student and have him manipulate cards that match.
J68- Give out play money instead of points in any game activity. After each round of play, encourage students to count up their amounts and exchange for higher value coins or bills.
J69- Give student 3 dice. Ask him/her to roll all 3 dice and then add up the total number of dots.
J70- Give student a string with a knot at the end. Have he/she string beads one at a time. As he/she strings each bead, he/she is to count or say the corresponding number.
J71- Give student language experience paper with numeral and corresponding number word. Student writes numeral and number word in the space available and then draws a set of objects to correspond with the numeral on the paper. These papers may be saved to make a ‘Number Word Book’.
J72- Give student ten large marshmallows and nine toothpick flags (toothpicks and construction paper). Ask student to put one flag into each marshmallow. Ask if every marshmallow has a flag, or if there are any marshmallows left over, or if there are more marshmallows or more flags. Needs close teacher supervision, physically unsafe.
J73- Give students a box of beads of various colors, shapes, and sizes. Instruct them to string the beads according to one attribute, such as all the round ones. Add more specific directions later (large, square, blue beads).
J74- Give students a certain number of cereal pieces. Have the students write that number. Give the students more cereal, and have them write a plus sign, the equal sign and the answer of how many cereal pieces there are all together. Check before hand for allergies to cereals.
J75- Give students a chart of long distance telephone rates and the locations of many different places that could be called during the month. Have students compute the cost of the calls.
J76- Give students a chart on costs for a college student’s food, books, clothes, etc. over nine months in college. Find the average amounts that the student spends in each one of these categories.
J77- Give students a container such as a cupcake tin, then an item of which only one will fit in each space, such as paper cups. Demonstrate putting one cup in each space. Develop this skill to mastery, then give a smaller item so that more then one would fit in each space.
J78- Give students a deck of playing cards. Remove the face cards. Split each deck in half. Turn one card over from each pile. Add, subtract, multiply or divide the two numbers.
J79- Give students a grocery bill and have them estimate the amount of change they will receive from a given amount of money.
J80- Give students a menu and have them order what they would like for lunch. Ask for separate checks. Have them find the price of each one’s order. Compute the total bill.
J81- Give students a mini-clock to keep at their desks. Send each student a secret message about a task to be done at a certain time. Have student set the mini-clock and do the secret task when the classroom clock matches the time on their own clocks.
J82- Give students a multi-digit number and tell them to place the number on a place value chart. Add the numbers in a single column.
J83- Give students a partial map of the United States interstate system. Have them select a destination and then figure out how many miles it is to get to their destination.
J84- Give students a series of circles in rows and have them write a consecutive number in each circle. Do not permit students to skip a number or give a circle two numbers.
J85- Give students a set of story problems. Have them underline the terms that will indicate the process needed to compute the problem, then solve the problem.
J86- Give students a specific location to which to travel. Have them figure the most economical way to travel to this location: bus, train, or airplane. Include meals, lodging, tolls etc. in the cost.
J87- Give students a thermometer and pans containing varying degrees of warm and cold water. Note the differences in temperatures as the thermometer is moved from pan to pan.
J88- Give students a worksheet of division problems which have the estimated answers written beside the problems. Have students calculate the exact answer for each of the problems.
J89- Give students a worksheet of multiplication problems which have the estimated answers written beside the problems. Have students calculate the exact answer for each of the problems.
J90- Give students a worksheet on which various lines are drawn. Have them measure the lines, using a ruler. Record the size of the lines to the nearest given fractional length.
J91- Give students an egg carton and a bag of hard-shelled dried beans. Have them drop a bean in each egg cup and count as they continue. Close adult supervision required.
J92- Give students compasses and show them where north is. Have students write down what is to the south, east and west.
J93- Give students compasses and tape measures. Give them instructions on how to find something in the room or on the school yard. Example; Go South 10 feet.
J94- Give students copies of bills from credit card companies. Have them compute the 1.5 percent interest charge on the bills.
J95- Give students examples of check registers which show what check was written and what deposits were made. Compute the balance in the account after each transaction. Subtract checks and add deposits. 87 J96 Give students golf cards and have them find the golf scores for different players.
J97- Give students magazines and pieces of paper with one numeral on it. Have students find, cut out and paste on the paper the corresponding numerals.
J98- Give students multi-digit numbers slowly progressing in difficulty. Have them rename the digits by place value. Multiply one’s place first, then ten’s place, etc. Add the partial products.
J99- Give students one minute timed-tests on groups of multiplication facts. Have them try to better their own score from the day before. Add more multiplication facts as each group is mastered.
J100- Give students pie graphs depicting the monthly expenditures of different families. Determine how much (what percent) the family spends each month on food, rent, clothes, insurance, etc.
J102- Give students the cost of various apartments. Have them determine which one would suit their needs best. Compute the cost of the security deposit, gas, and electricity, in addition to the rent for total cost.
J103- Give students the driving time to a particular city an how many miles it is. Have them find the rate and then determine what will be the driving time to various other cities.
J104- Give students their test grades as a fraction (95/100). Have them convert the fraction to a decimal and then to a percent to determine their grade.
J105- Give students three different lengths of pencils. Have the students arrange the pencils in order from shortest to longest; smallest to largest.
J106- Give students three strips of poster board of varying lengths (2-in., 6- in., 10-in.). Have student put strips into a paper bag. Reach into the bag, and without looking, name the strip according to small, medium, or large.
J107- Give students two digit numbers and tell them to place the numbers on a place value chart. Add the numbers in a single column.
J108- Give students two sets of counters each containing ten or less elements. Have them show if sets are equal by showing one-to-one correspondence, or make them equal by decreasing the number of objects in one set.
J109- Give students various bags of groceries. Mark the price on each item. Have them estimate the cost of each bag of groceries.
J110- Give students various numbers of cubes, and decide who has many cubes and who a few. Have students build towers to see whose is taller and whose is shorter.
J111- Give the first student to finish the daily quiz with a perfect score a 5 minute slip which entitles the student to 5 free minutes of class time. Accumulate up to 15 minutes of free time to be used as the student wishes.
J112- Give the student poster board tubes of different sizes. Provide the student with round objects that correspond to the diameters of the tubes. Have the student match an object with the tube and then drop the object through the tube.
J113- Give the students a certain amount of play money. Have them select items that they wish to buy using the Sunday paper or a catalog. Have them total their purchases and then determine how much money they have left.
J114- Give the students a certain number of hard shell beans or peas. Have them determine their exact number. Arrange the beans in different visual patterns without altering the number of beans. Have student decide if the same number exists, and note that the number remains constant.
J115- Give the students a person’s starting time and quitting time and have them compute the exact hours that person worked that day.
J116- Give the students a sewing pattern. Ask how much material they need to buy in order to make the dress or pants. Use the pattern for other activities.
J117- Give the students an amount of weight that a particular person needs to maintain. Then give the person’s daily caloric intake. The students will then be given charts on what this person eats daily and compute the number of calories and carbohydrates this person consumes. The students can also figure out their daily intake of calories.
J118- Give the students strips of poster board which are 1 in. to 10 in. long. The student should have at least 10 strips, one of each size. Have student put a 10 in. strip in front of them, and find how many other combinations of strips will be the same as the 10 in. strip. The same procedure is done for different length strips.
J119- Give the students the postal shipping rates. Have them compute the different costs to send items of different weights to various areas in the United States.
J120- Give the students the prices of gasoline from 1940 until 1986 in ten- year increments. Compute the price of gasoline for 10 and 15 gallons of gasoline and compare the cost over the years. Round to the nearest cent.
J121- Give the students various addition facts by using flash cards or writing facts on the board. The students will have a set of twenty beads strung on a piece of yarn. When the students are shown the addition facts, they will give their answer and check their answer by counting the beads.
J122- Give two or more students a set of cards with a numeral (1-10) on each card. Ask students to put the cards in order as quickly as they can. The first one to finish is the winner.
J123- Given the football and basketball team’s wins and losses, the students will compute the percent of wins and the percent of losses of each team. This can be done for all the sports programs in the high school.
J124- Have 2 students each choose a large cardboard square with a number printed on it. Ask them to stand in front of the class. Ask a third student to stand between the first 2 with a greater-than less-than symbol and point it in the right direction.
J125- Have a student choose the day of the week from among the seven days of the week printed on strips. Place the correct day of the week in the pocket that is part of the sentence strip which states the current school day’s name.
J126- Have a student describe a simple figure to the other students. Have them draw the figure as it is being described. Compare their drawings to the original.
J127- Have a student identify the present season and turn the arrow on a chart to point to the correct season. (Depict all four seasons on the chart.)
J128- Have discussion about ‘buses’ running A.M. or P.M., stores and their hours, and shifts worked in various jobs. Use clocks and every real-life experience possible.
J129- Have each one of the students select a stock from the quotations listed in the financial section and then record all the information. Include high, low, and close. Students will daily write down the progress of their stock. At the end of two weeks the students will make a chart to show the rise or decline of their stock. Ask them other questions about their stock.
J130- Have each student cut out 5 tree trunks and 5 tree tops. Have them match a tree trunk to a tree top and glue them together.
J131- Have several pieces of flannel on which there are various numbers of buttons. A second set of flannel pieces have corresponding holes. The student must match the buttons to the holes. The buttoning will reinforce fine motor coordination.
J133- Have student express relationships relating to comparative size by arranging data into specific categories in a data table with columns labeled small, medium, and large. 124 X J134 Have student orally read and interpret a given word problem. Define terms such as difference, sum, total, etc., while restating the problem. Indicate the appropriate process needed to solve the problem.
J135- Have student place given numbers on a place value chart. Subtract the numbers in a single column.
J136- Have student use a protractor to measure the size of subdivisions of a circle and to plot a pie graph with data from an experiment. Data is classified as percentages.
J137- Have students brainstorm to produce lists of seasonal words on the board (snow–winter, hot–summer, leaves–fall, birth–spring, Halloween–fall).
J138- Have students bring in their favorite recipe. Convert recipes to metric measurement.
J139- Have students call and order a pizza with selected toppings. Have them compute the bill and the amount of change that they will receive.
J140- Have students chart the inside and outside temperatures at various times of the day. Keep the chart daily and then yearly for comparison purposes.
J141- Have students choose food items from the top, middle or bottom grocery shelf. Place the food item (cut out of paper), in a grocery basket. Follow the procedure until all food items are removed from all three shelves.
J142- Have students compare the unit prices of different sizes of brands of an item they may wish to buy. Bring in different items so the students can wish to buy. The teacher will bring in different items so the students can find the weight of the items and determine the best buys!
J143- Have students compare weights of objects (by hand/by scale) and state weight relations (heavier, lighter, weighs the same) between objects.
J144- Have students complete a missing number worksheet as the teacher asks what number comes before N (or after N). Read the sequence aloud when finished.
J145- Have students compute how much inventory the local student store has. Write down all the products in the store and then look up the price of each of these items.
J146- Have students compute how much it costs to make a dress. Add the cost of the pattern, thread, material, zipper, buttons, lace, etc. Have them then compute how much can be saved by making a dress compared to buying a comparable one.
J147- Have students compute how much they would make with a profit-sharing plan at various companies. Discuss what profit-sharing plans mean and how they save money for the companies.
J148- Have students compute premium payments with different types of insurances. Study different life insurance forms and note the benefits and disadvantages.
J149- Have students compute the amount of supplies that need to be ordered for a catering service. Order food items, napkins, place mats, plates, forks, etc. Have the students chart the number left in reserve and the present number on hand, then compute the number to be ordered.
J150- Have students compute the down payment costs of different items at varying rates. Discuss the down payment and compute the balance owed in weekly or monthly amounts.
J151- Have students compute the overtime for various employees. Figure out salary for time and a half wages.
J152- Have students compute their pay check after the various deductions have been taken out.
J154- Have students correct each other’s papers by utilizing the computer (APPLE). Type ? before the problem then return; the answer will appear ( ? 2+5 Return). Reinforces math facts.
J155- Have students count in unison as they put on coats, clean up toys, walk to gym, clean up paints, etc. Use any everyday activity where students can count to see how high they can get. This practice is a good transition activity.
J156- Have students count out numbers of cups, napkins, utensils, cookies, milk cartons, etc. for lunches, snacks, or other activities. Give them the daily job of passing out these items after the students have mastered the rational counting.
J157- Have students count, as a holiday approaches, to see how many days there are on the calendar until the holiday. Post that number on a special countdown display.
J158- Have students determine how many seconds they are in school in an ordinary week. Change week to days, to hours, to minutes, to seconds.
J159- Have students determine how much it costs to charge items at the store. Compute the monthly payment and the finance charge, then how much they will spend totally on the items. Consider different installment plans offered.
J160- Have students do the divisibility test. A. If number ends in 0, 2, 4, 6, or 8, it is/by 2. B. If sum of digits of a number is/by 3, then number is/by 3. C. If last two digits of a number is/by 4, number is/by 4. D. If number ends in 0 or 5, it is/by 5. E. If sum of digits is/by 3 and number is even, it is/by 6.
J161- Have students draw lines above and down through the dividend to show placement of the quotient and numbers below the dividend of multi-digit numbers. Omit the lines as students become more proficient.
J162- Have students draw their own geometric shape marking length, height and width. Exchange shapes and challenge classmates to solve for area and/or perimeter.
J163- Have students estimate how many steps it would take to reach a certain point in the room. Pace out the distance in order to compare the estimate to the actual distance to understand and compare varying distances.
J164- Have students figure out commissions offered on different job positions.
J165- Have students figure out the 6% sales tax on the cost of a meal they have just ordered. Have them then compute 15% of the total bill to determine the gratuity.
J166- Have students fill out time cards to show how long they worked for a given week. Add up the total hours and then compute the total wages for the week.
J167- Have students find out how much is owed on various bank loans. Teach the formula: interest = principal x rate x time. Round answers to the nearest cent.
J168- Have students find the annual cost of automobile fuel for subcompact, compact, intermediate and full-sized cars. Determine how much is saved by using smaller cars.
J169- Have students form numerals in a variety materials: shaving cream, cigar box filled with rice, salt or sand, finger paints, cake icing, peanut butter, etc.
J170- Have students guess how long it would take to count to one million at the rate of one number per second. Change seconds to minutes, minutes to hours, hours to days, and days to years.
J171- Have students help make-believe bus company make new schedules. Give departure times. Have them look at the map and determine how long it takes to get to a specific area.
J172- Have students help out the yearbook advisor and cheerleaders’ sponsor by counting all the money that is turned in, so the students are able to count real money. Help in the cafeteria with collecting money. Supervisor approval suggested.
J173- Have students keep a notebook and record grades from their work and calculate, at the end of each week, their grade average for different subject areas.
J174- Have students keep track of their parents’ bills for a given month. Bring bills for: gas and electricity, car payment, rent, insurance, food etc. Have students compute how much income they need to pay their bills monthly. Parent contact suggested.
J175- Have students learn combinations for doubles by using playing cards, dice or dominoes. Practice addition facts by rolling a die and doubling it; picking a card and doubling it; choosing a domino and doubling it.
J176- Have students list different jobs that they have and compute how much they make per hour on the job.
J177- Have students listen to a drum beat and make a mark, not a number, on a paper for each sound they hear. Tell students to stop after one set of drum beats and get ready for the next set by marking another set of lines. Count the marks after several groups, and have them evaluate which line has more, most or least lines.
J178- Have students maintain a daily graphic representation of absentees by grade level. Use the board or a sheet of graph paper.
J179- Have students measure and record other students’ heights. Place heights in order from shortest to tallest. Use students in other classes so anonymity will be assured.
J180- Have students measure and record the perimeters of various rooms in the school. Measure to the nearest inch. Convert to feet. Chart the results. Supervisor approval suggested.
J182- Have students place two decimal numbers side-by-side then place their index fingers at the decimal point of each number. Move fingers to the right digit by digit until a discrepancy occurs. Lead students to identify the inequality.
J183- Have students place two dots by the larger number and one dot by the smaller number, and connect the dots. Example: 9 > 2 or <
J184- Have students plan to make pizza for class and figure cost of ingredients from ads, go to store, and figure cost again. Make purchases by themselves (with supervision; insist on them tendering appropriate amount and count change). Supervisor approval suggested.
J185- Have students prepare a fraction feast for lunch time. Cut foods into fractional parts and label. Have students write what fractional part of the meat loaf, etc. they eat. Have them determine if they have enough parts to make a whole meal.
J186- Have students pretend that they do not want to get stranded in the desert so they have to find the number of miles their car can travel on a given amount of gasoline. Develop this formula: miles = MPG x gallons.
J187- Have students pretend to order various items through the mail. Compute their cost for the items and include shipping and handling in the total bill.
J188- Have students read orally the back of boxes which contain nutrition information, to determine ability to read what the metric abbreviations stand for.
J189- Have students record the local daily temperature. Use a national newspaper and choose another city. Record its temperature. Make a chart recording likenesses and differences over a given period of time.
J190- Have students research and give an oral report in class on one of the following: Hypatia (first woman recorded as a mathematician), Archimedes, Evariste’, Galois, Euclid, and Gauss.
J191- Have students role-play that they are working on an assembly line. Compute how many containers they fill in a day, week, month, and year.
J192- Have students set classroom play-clocks to show what time they arrive at school, what time lunch is, what time they are dismissed, etc. Make a bulletin board with clocks that the students make. The students set the clock for a time that they look forward to in each day.
J193- Have students sit in a circle. Begin counting, and after three or four numbers, toss a sponge ball to another student who continues the sequence. Use this method for any type of counting.
J194- Have students study various insurance plans. Choose one, then compute how much they would have to pay if it has a deductible clause in it. Give them different costs of damages and then compute how much is deductible and what the final cost would be.
J195- Have students total the number of hours a person worked for the week (1 hour 15 minutes would be written 1 1/4 hrs.). Compute the wages for the week.
J196- Have students trace and cut out their handprint. The class then compares all handprints, arranging them from larger to smaller. Students name another student who has a handprint that is either larger or smaller than their own.
J197- Have students trace their handprint or footprint and cut them out. Then hold the handprint or footprint beside classroom objects and tell if the object is larger or smaller than their hand or footprint.
J198- Have students use a calendar with large blocks to mark in coming tests and homework. They can see at a glance coming assignments and plan and organize accordingly.
J199- Have students use a silverware drawer organizer to match items. An object is placed into each compartment. The student is given some matching objects. Students are to put each object into the correct space.
J200- Have students use graph paper to design their own houses. Compute square and scale measure to determine amount of paint, carpeting, etc., that is needed.
J201- Have students walk beside a number line on the floor to complete oral or written addition or subtraction facts to 18.
J202- Have students weigh themselves. Weigh faculty members and others, with their approval, to learn about pounds and ounces. Help the nurse with weighing those students who agree for their annual physicals.
J203- Have students work as pairs. Give each student 2 red, 2 green, and 2 yellow triangles, and 2 red, 2 green and 2 yellow circles. Take turns; one student shows a 3 object (triangles, circles) and 3 color pattern (red, green, yellow). Have the partner try to duplicate it.
J204- Have students write months of year in order vertically on 12×36 inch poster board. Use different colored markers. Draw a picture next to each month’s name. Example: Jan. snowman, Feb. Heart, March shamrock etc. Cut months up after they learn them in order.
J205- Have students write numerals on the chalkboard. In this way you can check the beginning points and direction movements.
J206- Have the students compute averages for all sports in the school. Examples: basketball averages, number of point each player scored, average number of pounds each wrestler needs to lose, etc.
J207- Have the students identify a shape by using two sets of shaped cards. Have them first identify a shape from one set. Find one from the other set that matches it.
J208- Have the students learn to read the number of kilowatt hours used during the year. They will compare this to the number used in the previous year to see if the family has conserved any energy over the year. The students will enjoy solving problems by reading this new scale. Parent contact suggested.
J209- Have the students look for geometric patterns in nature such as spider webs. Have the students make sketches or drawings. The students can label the various geometric designs and the angle measurements.
J210- Have the students mark today, yesterday, and tomorrow on the calendar. Use three different colored pieces of cellophane to cover each day.
J211- Help students to count to 59 and read numerals to 5J Place a tape between hours and minutes on a clock. Practice reading time as two separate numbers (hours and minutes). Ask students to tell when it is time for a certain activity.
J212- Identify the days by using a calendar. Begin with Sunday. Have the student recite the days until he/she reaches the current day. Write the day and date on the board and refer to it several times each day. Make this part of opening exercises.
J213- Introduce students to U.S. Saving Bonds. Give them a table of how much each bond costs and then compute how much they will earn on the bond if they keep it until it matures.
J214- Laminated cards with numerals one through ten printed on them. Have students use and count out the correct amount that corresponds with each numeral.
J215- Lead children to observe that all the multiples of nine add up to nine. List the products of nine and note: 1.) ones count backwards from 9 to 0; 2.) tens, starting with 9×2 count forward.
J216- Make a birthday graph to graph all the birthdays of the students in the class; construct graphs of students’ favorite foods, colors, animals, or television programs. Graph a comparison between the number of girls or boys who eat in the cafeteria and those who bring their lunch.
J217- Make a clock from a paper plate. Have student show the time requested by the teacher.
J218- Make a fish with the mouth open to look like the symbol for less than. Give students sets of numbers. Have them use the fish to go after the smaller number. Write the symbol in a statement using the two numbers.
J219- Make a large giraffe out of art paper to hang on a wall. Mark the giraffe off in inches. Have each student stand against the giraffe and write their name on the giraffe to show how tall they are. Each student than names someone who is a different size than he or she is.
J220- Make a masking tape circle on the floor. Put a red dot in the middle of the circle. Students toss bean bags into the circle. Then they name whose bean bag is near the red dot and whose is far from the red dot.
J222- Make a spinner with factors on the card. Place division facts on the board. Student spins and locates problems on the board that correspond to the number on the spinner and erase problem. Students take turns. Game is over when all problems are erased.
J224- Make construction-paper T-shirts. Make various shapes and design the T- shirt with them. Make a key to identify shapes on the T-shirt. Have students match the key to the shirt. Increase difficulty level with ability of student.
J225- Make fish out of construction paper. Place 1 paper clip on each fish tail. Make rods out of rulers and yarn. Place a magnet on the end of the yarn. Put the fish into a bowl. Let the students each have 2 turns to fish, pulling out as many fish as their magnet will pick up. Have the students count and add their turns.
J226- Make number cards for the numbers 1 to 20. Place the numbers in a paper bag. Each student draws two numbers and they state which is greater and which is less.
J227- Make number cards using the numbers 1 to 20. Each student picks a partner. Give each set of partners a number. One partner tells the number that comes before their number and one partner tells the number that comes after their number.
J228- Make numbers from yarn and sew them onto carpet squares on the floor. Have students hop forward on the squares, counting as they go from 1 to 10. Have them move backwards and count backwards.
J230- Make several number strips 4×36 inches from poster board. Divide into 4×4 squares. Write numbers from 0 to 9 in random order, different on each strip. Attach to chalkboard with magnet. Have students add and subtract problems and come to the chalkboard to pick the number which is the correct answer.
J231- Make students efficiency experts. Have them keep an accurate record of the time it takes a specified employee to perform a certain task. Have them suggest changes that permit the employee to perform the task more quickly. Keep track of how long it takes to complete tasks around the classroom.
J232- Make tree trunks out of brown paper. Put a number from 1-20 on each trunk. Make a green fluff that is the tree topper; put a number from 1-20 on each fluff. Students match green fluffs to trunks.
J234- Make white dogs out of paper. Place black dots from 1 to 20 on each dog. Make bones out of brown paper. Place black dots on each bone. Students count the dots and match the dogs and bones.
J235- Make worksheet with $ and decimal point in place, leaving one (or two) spaces for dollars and placeholder boxes for cents. Using money, present combinations to students who must count, record and read the amount. Boxes after decimal point can be faded as can the $ and decimal point.
J236- Make worksheet with upper case letters down one column and lower case down the other. Have student match.
J237- Place 5 set rings on the rug. Place 1 to 5 objects in each ring. Give a student 5 cards, each with a number on it. Have another student wave a flag and classmate hurries with the cards and matches the numbers to the correct sets as quickly as possible.
J240- Place a thermometer outdoors where it can be easily read by the students. Have them read the temperature outdoors on the thermometer and indoors using the thermostat. Record temperatures daily on a chart.
J241- Place a three-dimensional shape, circle, triangle, square and rectangle in a cloth bag. Blindfold students or have them close their eyes and select a shape. Student guesses by touch what the shape is.
J242- Place an egg timer where students can see it. Assign one student to turn the egg timer when one side is empty. Count the number of turns it takes for snack time, rest time, story time, etc.
J243- Place an outdoor thermometer outside the window. The students will record and discuss the daily temperature. They will compare it with the previous day’s temperature. They will chart the temperature and then show how this relates to the particular season.
J244- Place cut-outs of paper ghost and bats in a paper bag. Have each student reach in the bag and remove a cut-out. Group the cut-outs using one to one correspondence to find the group with more of less.
J245- Place five rings on the floor, each containing a different number of items. Give a student five cards, each with a number on it which corresponds to the number of items in the rings. Have him place the card with the correct number of items in each ring.
J246- Place four colored teddy bears (blue, yellow, red and green) in a basket. Give four color-coded dishes to the students. Have them place the colored bears in the matching colored dishes.
J248- Place long and short straw pairs in a bag. Student pulls a straw and compares to the one teacher pulled.
J249- Place magnetic numbers on the board in a sequence, omitting a number. Have the student read it aloud and determine the missing number, stating its position in the sequence.
J250- Place middle numeral of target sequence on table. Student places rest of numerals before and after given numeral to complete number line. Have student count aloud and point to each numeral. Make corrections as necessary.
J251- Place several number rods in a bag. Have students feel inside the bag without looking and grasp a rod. Name its color according to how long it feels. Do this only after working with number rods for several lessons so that students can remember sizes and colors. Start with two or three rods.
J253- Place the 4 math symbols on cards with magnetic strips attached to the back. Place a math problem on the board excluding the symbol. Ask student to choose correct card symbol and place the card in the blank.
J254- Place the basic shapes or numerals, one for each member of the class, on the floor. Have the students march around the shapes (numbers) while listening to music. Stop the music and have a student pick up the shape (number) and identify it if possible; the teacher identifies it if the answer is incorrect or unknown. Continue the music and the marching.
J255- Place the numeral to be learned on the door of the classroom. Call it ‘Today’s mystery number’. The student must identify the numeral before leaving classroom.
J256- Place three or four different plastic farm animals in a line next to a toy fence or barn. Ask which animal is closest or farthest from the barn; which animal is at the beginning or at the end of the line. Explain that the one at the beginning is first, the next one second, etc.
J257- Plan a party. Have the students decide what foods need to be purchased and how much the party will cost. Have the students: visit a store to purchase the needed items, determine the cost per pupil for the party, keep records of all costs, compute total sums. Supervisor approval suggested. Parent contact suggested.
J258- Play a game with the group using near or far and a color clue. Have students think of something in the classroom and give its color. Ask classmates to guess the object.
J259- Play Addition Dominoes with Dominoes cut from poster board which have basic math facts without answers instead of dots. Students must solve problem and match another with same number as answer. (2+3 matches 4+1).
J260- Play math concentration. Cut 2 inch squares and write numbers from 0 to J Make two sets. Put cards face down on the table. Call out the number 10, for example. Have students turn over any two cards that equal ten.
J261- Play musical chairs. Play a round or two where everyone has a seat. Then add one chair at a time. Introduce terms more, less, least during game. Review terms when finished and play again, having students make statements using more/less.
J262- Practice fractions by writing time measurements in different ways. Write 2 hours 30 minutes as 150 minutes or 2 1/2 hours or 2.50 hours. Practice with numerous times.
J263- Practice subtraction facts by having students count backwards from 100 by a number picked at random from 2 to 9 (7’s–100, 93, 86, 79, 72, etc.).
J264- Prepare a large board with two rows of cup hooks. Cut out the numbers 1 to 100 and the Roman numerals 1 to 100. On the top row, randomly select numbers and attach them to the hooks. The students will have to select the Roman numerals that match the numbers and put them on the second row beneath the numbers.
J265- Prepare cards with a row of a shapes on each card. Have two matching cards. Have students find the cards that match.
J267- Present an object to a student to be measured. Have the student identify the type of unit needed to measure the object (linear, liquid, etc.). Measure it exactly.
J269- Present drawings of objects divided by shading into fractional parts. Have students write the fraction that the shaded, or unshaded area represents.
J270- Present pictures and objects for specific polar. Student identifies and then classifies objects accordingly. Student can find magazine pictures to cut and paste onto poster board labeled with target polar.
J271- Present pictures with two or more items shown. Ask students which is larger, which is smaller. Have them verbally identify the relationship. Write the mathematical symbol for greater than, or less than on the board or on paper for each set of pictures.
J272- Present real money, two of each coin. Name them and have student repeat name and match two that are the same. Call names of coins and have student hold up correct coin. Then let student call names and teacher identifies correct coin for student’s inspection.
J273- Present thermometer and discuss it’s function. Students record temperature in A.M. and P.M. on calendar. Dress cardboard figure with appropriate clothing.
J274- Present three cups with varying amounts of raisins and one cup that is empty. Student identifies the cup that has ‘none’. Allow student to empty each cup and identify them as ‘none’ or ’empty’.
J275- Print blank number line on strip of shelf paper on the floor. Have students toss a bean bag on the number line and call a number. Label the spot with the call completed number. Have a student name the numbers that come before and after.
J276- Print letters or numbers in random scattered order on sheet of paper. In pairs students take turns moving markers from character to character in sequence. For example student #1 locates A and covers with his blue marker. Student #2 locates B and covers with her green marker.
J277- Print the numeral 1 to whatever numeral you desire student to count from on a worksheet. Print one numeral twice. This is the rotten egg. Instruct student to count backward to 1 circling each numeral as he counts. The numeral that is printed twice will be left out.
J278- Project numerals from overhead projector to chalkboard for each student. Have he/she trace and then copy under the model. After a specified time, have the student erase his/her work to get ready for the next numeral.
J279- Promote understanding of mathematical operations by using the following: A.) factor x factor = product B.) factor . factor = product C.) (factor)(factor) = product.
J281- Provide student with seasonal props and encourage role playing: raking leaves, swimming, gardening, sledding, etc.
J282- Provide students with work sheets which have the numerals 0-9 written on them in bold print at extreme left, fade to dots by mid-page, leave the rest of the line blank for copying (one numeral per row).
J284- Put assorted objects onto two plates: crayons, shapes, blocks, etc. Students count the objects on the plates and tell which plate has more or fewer objects.
J285- Put the Roman numerals from 1 through 10 on paper cups. Have the students put the number of buttons in each cup that the Roman numeral represents.
J286- Put tissues in one bag, blocks in the other. Ask students to tell which bag is heavy, which is light.
J287- Read measurements on the back of some sewing patterns, where metric measurements are used. Have students read these measurements orally to determine what the metric abbreviations stand for.
J288- Recite days and months with student while pointing to chart. Then student says day and date and locates on calendar as teacher writes it on board. Use this as part of opening exercises, eliminating recitation as student becomes proficient.
J289- Relate ordinals to grade levels in school. Have the students tell the date every day. Mistakes: The two of May. Are you in two grade?
J290- Role-play day and night activities in the home by darkening and lightening the classroom as a cue for the student.
J292- Select pages in the student’s text book and have them turn to this page. Ask the students what page comes before and after the page. Students can then ask classmates this question. This can be made into a guessing game. For example, ‘I am thinking of a page that comes before page 115’.
J293- Select two students. Give one student 9 milk cartons and the other student 9 straws. The students take turns showing a set and matching their partner’s set. Vary students and numbers of containers and straws.
J294- Set a table with paper plates, each of which has a numeral written on it. Give student a bag of animal crackers. Ask him/her to put the correct number of crackers on each plate.
J297- Set up a produce market in the classroom. The students will have to weight their fruits and vegetables in order to determine the cost of their items. The students will be able to compute the cost per pound of each of their items
J298- Set up a student store where students are in charge of selling items to the student body. Supervisor approval suggested. Parent contact suggested.
J299- Show students different amounts of currency and coins. Have them tell the value of each amount. Permit students to purchase small items from the school store when mastery of amounts is achieved.
J300- Show students different pictures of the gas gauges in cars. Have them write the fraction of how full the tank is in any given car.
J303- Spread flash cards randomly on table. Call out an answer. Student picks up all cards with that answer.
J304 String wooden beads of varying amounts. Student counts the beads and puts it on as a necklace when correct.
J305- Student associates facts with visual or verbal clues as presented in Nina Traub’s Recipe for Math.
J306- Student uses a large magnet to pick up as many paper clips as he/she can. The student then counts ‘how many’ paper clips he/she has picked up.
J307- Take a field trip to the bowling lanes and have students score their own bowl ing games. Supervisor and parent approval suggested.
J308- Tape 6-8 foot length of wrapping paper horizontally on wall. At top, divide and label night time and day time. Under each discuss and print activities that occur at each time. Calendar may be divided into yesterday, today and tomorrow, with activities listed under these labels.
J309- Teach curve stitching or drawing. Draw on an 11×14 inch piece of poster board, an acute angle with sides 10 inches long. Use a ruler and mark each side at even intervals. Start at the vortex. Number Side A. 1, 2, 3, etc. Number from end of side B in toward vortex 1, 2, 3. Use thread or colored markers and ruler to connect 1 to 1.
J310- Teach multiplication of signed numbers: Use first plus sign to stand for something good happening; second plus sign stands for a good person; first minus sign stands for something bad happening; second minus sign for bad person; in answers + means favorable; means not favorable. Substitute in problems: +.+=+ something good happening to someone good is favorable.
J311- Teach students to use the 3-B rule when subtracting 2 digit numbers. Big number on Bottom Borrow.
J312- Teacher makes card with numbers 1-5 printed on it. Student receives five individual cards with numerals 1-2-3-4-5 printed on each. Student matches numeral to numeral.
J313- Teacher presents four characters to student: Mr. Square, Mr. Circle, Mr. Rectangle and Mr. Triangle. Four houses will be displayed: a house made with all circles, a house made with rectangles, a house made with squares and a house made with triangles. Student identifies the character’s correct shape and places him in corresponding house.
J314- Tell or show student a numeral. Student uses finger to write numeral on partner’s back. If partner guesses numerals, they exchange places.
J315- Tell student to point to smaller number. Introduce less-than symbol as an ‘arrow that always points to the smaller number.’ After a few repetitions, have student repeat rule to you as he identifies smaller number and places symbol.
J316- Tell students they are to line up to play a game. Ask them to arrange themselves in a line from shortest to tallest. Have students then count off their place in line using ordinal numbers.
J317- Tell students to make a shark, ‘Jaws’, out of the symbol and always remember that ‘Jaws eats the greater number’.
J318- Tell the story about ‘Goldilocks and the Three Bears’. Cut out 3 bears, 3 chairs, 3 bowls of porridge, and 3 beds out of felt. Arrange them in order from largest to smallest. Ask, ‘Which is the largest?’. Rearrange, ask question again.
J319- Time students in gym class to see how fast they run. Time students in class to see how long it takes to complete a math problem or to spell a word. Discuss how fast it takes famous athletes to run a given distance. Have the students compare this to their classmates time.
J321- Use 4×4 inch boxes with lids, and place numerals to be learned on the lid of the box. Glue inside the box, the corresponding tiles .5×5 inch (numeral 5 on the lid, 5 tiles inside the box). Have the students identify the numeral and count the tiles to check their answers. Have them count the tiles first if they cannot identify the numeral.
J322- Use a AAA Tour Book and plan a three to seven day vacation. Have student determine cost of lodging, sightseeing attraction costs, and meals.
J323- Use a flannel board and present two rows of cut-outs in addition to strips of yarn. Have students use the yarn to connect one cut-out to another.
J324- Use a jump rope. Stretch out rope and have students grasp rope at different places. Discuss which student is near to you and which is far from you.
J325- Use a large cut-out tree and four overlays, one representing each season, to demonstrate how leaves change. Change the overlay to match the season (fall leaves, summer leaves, spring buds, winter snow).
J326- Use a pair of dice. Roll and calculate answers by addition, subtraction, multiplication, and division.
J327- Use a store catalog and give students a specific percent to calculate on certain items. Make a list of the actual price and the sale price.
J328- Use a two-sided scale and place one object on each side of the scale. Have student decide which object is heavier, then place it on the side marked HEAVY. Place the lighter object on the side marked LIGHT. Follow the same procedure for twelve objects
J329- Use a variety of materials to complete sequence: magnetic board/numerals; flannel board/numerals; plastic numerals that look onto a corresponding board; wooden block numerals; number stamp with stamp pad.
J330- Use a variety of materials to reproduce numerals: clay, pipe cleaners, yarn and glue, salt and glue, sand and glue, bread twisters, any textured materials.
J331- Use an egg carton and peanuts. Have students fill each depression with six peanuts. Indicate the total amount of peanuts in dozens.
J332- Use black electrical tape and mark off fractional parts of items in the room, i.e., desk, blackboard, etc. Have students measure and list the fractional parts.
J334- Use clay to roll worms of different lengths. Encourage students to identify length and make worms themselves. Teacher supervision suggested.
J335- Use concrete examples in the classroom to develop the ordinal concept. Count the number of students in the classroom, number of chairs in each row, pages in a given book; days in the month on a given calendar; grades in the school; how many students ride home on a bus; how many students eat in the cafeteria; etc.
J336- Use concrete objects such as pencils, crayons, beans, to develop the ability to count. Use finger plays also.
J337- Use cookbook recipes from the school cafeteria. Have students reduce them to be used for a family. Since these recipes are so large, students will need to divide the fractions used in the recipes. The process may be reversed.
J338- Use dimes and a chart showing one dime as 10 cents, two dimes as 20 cents etc. Practice counting to 100 aloud. Gradually eliminate use of chart, then dimes, until student can count by 10 independently.
J339- Use index cards divided in half. Put pictures of coins, coin values or coin names on each half of card. Play game as in dominoes by matching the values, pictures or names to each other. Increase difficulty by adding equivalent values.
J341- Use long rope licorice, cut into different lengths, to measure inches. Make length comparisons. Leave licorice whole to measure in feet lengths.
J342- Use long white paper from a roll. Make a number line from 1-10. Cover it with clear contact paper. Place the number line on the floor. Ask students to stand on a certain number and hop to the end, saying each number as they go. Reverse the direction. Hop sets of two.
J343- Use mnemonic, All Students Take Calculus, to help students remember which trig function is positive in each of the 4 quadrants of a coordinate plane (all are + in first quad; sine is + in 2nd; Tangent is + in 3rd; and cosine is + in 4th). Teach that the reciprocal of each function is also + in the quad. as the function.
J344- Use place value charts to round a number to its nearest given number. Have students indicate if the number will be raised or lowered. Do orally until accuracy is achieved.
J345- Use poker chips in different colors for coins (each color a different value). Have students shop, compare, make change etc. with chips, learning to depend on the value of the coin rather than only what the coin looks like.
J346- Use quarter-inch graph paper to reinforce setting up problems in the correct place value column. Write each digit in its own block below the number to be added or multiplied to it.
J347- Use red ink for the numbers in the ones column and blue for the tens. This makes carrying and borrowing more accurate.
J348- Use rocks or food (candy, pasta, cereal, pretzels) and have students organize them according to size. Compare the quantity within the group and state which has more/less, many/few, most/least.
J349- Use seasonal backdrops. Have students dress up in clothes appropriate to the season; boots, mittens, shorts, bathing suit, sweater etc.
J350- Use similar containers and objects, having the students distinguish between many in one container and few in another. Identify, using similar activities: empty, full, heavy, light.
J351- Use teacher-made cars, each one a different color and marked with ordinal numbers first through tenth. Have students place them in the correct order along the chalk ledge.
J352- Use teacher-made shape bingo. Use the four basic shapes of circle, square, rectangle and triangle. Have the students spin the wheel, identify the shape and find it on the bingo card. Try to cover each shape on the bingo cards.
J353- Use the following mnemonic device to remember the rules for the order of operations: Please Excuse My Dear Aunt Sally (Parentheses, Exponents, Multiply, Divide, Add, Subtract).
J354- Use the mnemonic device, Dirty Monkeys Smell Bad, as an aid for long division. Have students write D.M.S.B. on their papers for Divide, Multiply, Subtract, Bring down.
J355- Work with a small group of children. Give each student a number on a card that will complete a pattern. State the pattern with a missing number. Have the student with the corresponding number stand up. Use all the patterns, then exchange numbers and play again.
J356- Write A.M. and P.M. on the board. Place morning events under A.M., and afternoon events under P.M.
J357- Write one numeral on each pin of a plastic bowling game. Student takes turns rolling ball towards pins. Student must identify numeral on each pin that is knocked down.
J358- Write problem on blackboard with wet brush. Students must compute answer before water dries. Supervisor approval suggested.
J359- Write the numbers 1 to 20 on pieces of construction paper. Place numbers in a paper bag. Students pull a number and name the number that comes before and after the number they are holding.
J360- Write three or four signs in a row and have the students tell whether the signs are the same or different. Draw a border around the equal sign and the division sign for students who have trouble seeing them as a whole design.
