Build a Strong Foundation
Work on skip-counting – A LOT!
I start early in the year and I never stop. You can skip-count waiting
in line to leave for recess. You can skip-count in the cafeteria line. It’s
free and takes NO supplies or extra planning – it’s on-the-go teaching!
practicing skip-counting daily. I feel that it’s a skill that’s ok to over-teach. Skip count by 2’s, 5’s, 10’s,
and 25’s. Yes, my class skip-counts by 25’s. We say “25, 50, 75, 100 or one
than one sense – such as sight (visual), hearing (auditory), touching
(tactile), and moving (kinesthetic). To make a quick, easy game, have students
toss a beach ball around and as each student catches the ball, he says the next
number in the skip-counting series. Students can march in place, hop on one
foot, and there are even songs on Youtube to get students up singing and
using number lines and hundreds charts. I encourage you to find
some that will work for your situation. You can check out my blog post on
Interactive Number Lines right here!
Coin Identification – Early Stage
Coin Sorting –
Some struggling students have trouble distinguishing a nickel from a quarter,
and they must be explicitly instructed on the differences.
the edge. Nickels are smaller and have smooth edges. I typically don’t spend
much time going over the people and faces on the coins. My struggling students
aren’t really able to notice those small differences and instead just see old
fashioned men’s heads.
bit different with their images than the traditional coins. Some students may
need to work with real money if they’re unable to transfer their learning from plastic/classroom
quarters and nickels to real nickels and quarters that picture different state images
on the backside rather than the eagle.
but I don’t introduce those until much, much later because we don’t see those
in real life very often. I totally ignore the half dollars until students are
fluent with money skills.
needs to be differentiated based on your learners.
had some students who are not able to see the plastic money the same way as the
real money. They don’t feel the same, look the same, or weigh the same, and
those students aren’t able to make the connection. On the other hand, I’ve had
students who seem to see NO difference between plastic money and real money,
and they are the ones who steal my plastic money to spend at Wal-Mart.
putting a coin under a piece of paper and lightly rubbing the side of a crayon over
it so that the picture shows up on the paper. I like to have students use
different colors for the different coins, but that’s optional.
size differences and the different faces/images. However, students who don’t
have good fine motor skills may struggle to keep their coins in place.
for the next steps and even more ideas and strategies!