Words
–Make a list of describing words that all mean “broken.”
–Make a list of describing words that all mean “hot.”
–Make a list of describing words that all mean “cold.”
–Make a list of describing words that all mean “wet.”
–Make a list of things that are “gray.” [not painted or colored]
–Make a list of things that are “white.” [not painted]
–Make a list of things that are “brown.” [not painted, dyed, or colored brown; may be light, dark, or any shade of brown]
Math
I cut up math drill worksheets into small segments, each having approximately 10 problems on it. The problems were appropriate to what each student knew (and could quickly solve) and kept separated according to each child’s ability.
Time (A rubber stamp for a clock-face can be purchased from most educational suppliers. Digital clocks are present on nearly every appliance now, so be diligent in also teaching your students to read analog clocks.)
–Can you write the time shown on this clock 2 ways? (draw a clock-face: 2:53 or 7 minutes before 3:00)
–What time is it? Be careful! (draw a clock-face: 12:59 or 1 minute before 1:00)
–Name the time 2 ways. (draw a clock-face: 7:15 or a quarter past 7:00)
–Read the digital clock in the schoolroom. Draw the hands on a clock-face to read the same time.
–Draw both clocks (analog & digital) showing “a quarter ’til five.”
–How many names are possible here? (draw a clock-face showing 12:00; correct answers include both noon and midnight)
–Draw hands on the clock showing 10 minutes before 7:00.
–What time is it? Can you write it 2 different ways? (draw a clock-face:12:57 or 3 minutes before 1:00)
–Draw both clocks (analog & digital) for “a quarter past three.”
–What time does this clock show? (draw a clock-face: 5:39 or 21 minutes before 6:00)
–Write the numbers for this time. Be careful! (draw a clock-face: 1:57 or 3 minutes before 2:00)
–The time is four-fifteen. Can you draw both clocks? (analog/hands & digital/numbers)
–Write the numbers for this time. Be careful! (draw a clock-face: 4:31)
–Write the numbers for this time. (draw a clock-face: 8:15)
–Draw the clock-face for this time: 11:59. Be careful!
–Write the numbers for this time. Bonus point question: How many minutes before the next hour? (draw a clock-face: 6:41 or 19 minutes before 7:00)
–Draw a clock-face showing “a quarter after four.”
–Draw both clocks (analog & digital) to show “half past eleven.”
–Write the numbers for this time. (draw a clock-face: 9:18)
–Write the numbers for this time. (draw a clock-face: 8:10)
–The pizza will be here in thirty minutes. What time will that be?
–Zelda practiced playing her zither from 10:47 a.m. to 12:17 p.m. How long did Zelda play her zither?
–Billy and Tommy talked on the phone from 6:58 to 7:23. How many minutes did they talk? (draw 2 clock-faces showing the times)
–Elizabeth, Charles, Douglas, and Judy jumped rope for a contest. Elizabeth jumped for 1 hour and 12 minutes. Charles jumped for 87 minutes. Douglas stopped af4er 2 hours and 3 minutes. Judy made it for a whole 200 minutes.
Q #1 = How much time did they all do together? (hours and minutes)
Q #2 = How many minutes did they all jump?
Q #3 = Each child got a 2-minute break every 15 minutes to get a drink or go to the bathroom. How many breaks did they each get?
Q #4 = Another team (B) spent 56 minutes on bathroom breaks. Did Elizabeth’s “A” Team jump rope longer or did team “B”?
Geography
–What is the capital city of our state?
–List 5 towns in our county.
–List as many cities in our state as you can.
–List the other states that touch our state.
–List all the states that border on the Gulf of Mexico.
–List all the states that border on the Pacific Ocean.
Brain-Busters
–What comes next in this sequence? 1,1, 2, 3, 5, 8, 13, ____, ____, ____
–What comes next in this sequence? 1, 4, 9, 16, 25, 36, ____, ____, ____
–What comes next in this sequence? 1, 2, 2, 4, 8, 32, ____, ____, ____
–Magic Square: Using each number only once, arrange the numbers 1, 2, 3, 4, 5, 6, 7, 8, and 9 into a square diagram (tic-tac-toe pattern inside a box) so that when you add the numbers down, across, or diagonally, the answer will always be 15. [Hint: make a small tile of paper for each digit.]
–Magic Square: Using each number only once, arrange the numbers 2, 4, 6, 8, 10, 12, 14, 16, and 18 into a square diagram (tic-tac-toe pattern inside a box) so that when you add the numbers down, across, or diagonally, the answer will always be 30. [Hint: make a small tile of paper for each digit.]
–Magic Square: Using each number only once, arrange the numbers 15, 10, 15, 20, 25, 30, 35, 40, and 45 into a square diagram (tic-tac-toe pattern inside a box) so that when you add the numbers down, across, or diagonally, the answer will always be 75. [Hint: make a small tile of paper for each digit.]
–Magic Square: Using each number only once, arrange the numbers 1, 3, 5, 7, 9, 11, 13, 15, and 17 into a square diagram (tic-tac-toe pattern inside a box) so that when you add the numbers down, across, or diagonally, the answer will always be 27. [Hint: make a small tile of paper for each digit.]
–Mom wants to move the books to the games cupboard and the games to the bookshelf. The games are now in the basement. The stairway to the basement has 15 steps. Mom can carry 3 games or 7 books on each trip. To save time, she carries books one way and carries games back on each trip. When everything has been moved, Mom has climbed a total of 300 steps. Q #1 = How many complete trips did she make to the basement and back? Q #2 = How many books did she move? Q ## = How many games did she move? [Hint: draw a diagram]
–There are 12 children in the neighborhood. If each child gives a May basket to every other child, how many May baskets are passed out? [Hint: drawing a diagram may help]
–At the local fruit market, apples are 23 cents each, bananas are 17 cents each, and oranges are 12 cents each. Jenny went shopping there and came home with at least one each of apples, bananas, and oranges. Jenny spent a $5.00 bill and came home with $3.22 change. Can you figure out exactly what Jenny bought?
–A = 1/2 of B
B = 1/2 of C
C = 1/2 of D
D = 1/2 of E
E = 1/2 of F
F = 1/2 of G
How many A’s = G?
