{"id":308,"date":"2020-06-28T18:24:47","date_gmt":"2020-06-28T22:24:47","guid":{"rendered":"https:\/\/teachalicious.com\/?p=308"},"modified":"2021-01-26T22:54:06","modified_gmt":"2021-01-27T03:54:06","slug":"building-effective-routines-for-calendar-math","status":"publish","type":"post","link":"https:\/\/teachalicious.com\/?p=308","title":{"rendered":"Building Effective Routines For Calendar Math"},"content":{"rendered":"\n

Why is Calendar Math a big deal in my classroom?<\/h2>\n\n\n\n

My Calendar Math is a short designated time that helps students:<\/p>\n\n\n\n

  1. Review prior skills learned<\/li>
  2. Reinforce newer skills that have recently been taught<\/li>
  3. Preview upcoming skills that will be learned<\/li><\/ol>\n\n\n\n

    On average, I spend 2-3 hours teaching Language Arts but only 1 to 1.5 hours teaching math each day. I know many of my students need to spend more time developing their math skills. Fitting everything else in the schedule and extending math can be challenging, but not impossible.<\/p>\n\n\n\n

    For those reasons, I thoughtfully and purposefully use those 10 minutes, at the beginning of the day or right after recess (shock!) for Calendar Math in my classroom.<\/p>\n\n\n\n

    How do I start Calendar Math?<\/h2>\n\n\n\n

    During the first 20 days of school, I lay the foundation of my Calendar Math routines. I use my interactive math calendar<\/a> to take attendance and lunch count at the beginning of the day. Students manipulate the numbers (or their names) to choose their lunch choices as they arrive to class. I use this data to introduce the idea of a pictograph. We discuss how many students choose lunch choice 1, choice 2, or brought lunch from home. I write the numbers under each column and model how to find the total number of students present in class that day.<\/p>\n\n\n\n

    Next, I move on to the 120 chart and model how to add one more unit (ones) to the place value chart. I ask my students to help me count up to the number of the day (how many days we’ve been in school). I use the highlighter feature to count on to the number of the day and then count back to 0. Eventually I release this responsibility to my students.<\/p>\n\n\n\n

    On the 10th day of school, I model how to group 10 ones, and exchange them for 1 ten. This exposes my students to NOBT standards that they will learn later in the year. <\/p>\n\n\n\n

    \"Girl
    Student uses the place value and 120 charts to show the number of the day.<\/figcaption><\/figure><\/div>\n\n\n\n

    I then move on to counting money. Similar to the place value chart, every day I add one more penny to the jar and exchange 10 pennies for 1 dime on the 10th day of school. This is one of the routines that I keep most of the year, by the time we get to Module 4 in our curriculum, students are very familiar with the values of pennies and dimes and I can introduce Place Value games using coins to help them make real-world-connections.<\/p>\n\n\n\n

    What skills do I teach next?<\/h2>\n\n\n\n

    Once my students are familiar with counting using the 120 chart and coins, I introduce Number Detectives. For this activity, I use sheet protectors to place the printed slide of Number Detectives. Each student uses a dry erase marker to solve the mystery of the missing number. This is a great calming down activity for students after recess while taking bathroom and water breaks. This strengthens the skills they learn during Module 1 of our math curriculum, adding and subtracting within 10. <\/p>\n\n\n\n

    Once we move on to Module 2, I introduce the 10 & 1 more\/10 & 1 less slide. I tell my kids that I am thinking of a number and they have to come up with questions such as:<\/p>\n\n\n\n