Good Lessons Come 


Small Packages!



 The Classics Are Always in Style


Classic Rockers


Ersel Hickey



Classic Cars


1959 Cadillac Eldorado



Classic Lessons


Pico Nada  Firme


1. Class is divided into 4 groups.

2. All groups try to guess the same number, in which each digit is different.

3. The teacher uses the following code to tell the team how they are doing:

    P = Pico which means perfect. The number is used and in the right spot.

    N = Nada which means the number is not used.

    F = Firme which means the number is used but not in the right spot.

4. The teams continues to guess until they identify the teacher's number.

5. The team that uses the least number of guesses wins.


For example:  the teams are trying to guess the number   6   4    3    7

One team's first guess is 7230.


The teacher writes   F    N    P   N   under the team's guess to indicate that the number 7 is used, but in the wrong spot, the digit 3 is used in the right spot, and the two digits, 2 and 0 are not used. 

7  2  3   0

F  N  P  N

The team then builds on that information with their second guess, and so on until the teacher's number is guessed. The team with the fewest guesses wins.





Food for Thought


Cheerios Subtraction


The student creates a number sentence for subtraction.

Example: Twelve minus seven equals?

The student counts out twelve cheerios.

The student then eats the number that must be taken away. He/she then counts what remains and identifies that number as the answer.


Marshmallows and Toothpicks


Students construct different geometric figures with marshmallows and toothpicks. Each  marshmallow is a corner, each toothpick is an edge.


Tootsie Roll Math


Challenge the students to find the average number of chews in a tootsie roll.

Each student takes 3 tootsie rolls. The student chews the first tootsie roll and counts the number of chews. This number is recorded. She follows the same procedure for the next two rolls and then finds the average.





At Home with Shapes




Students draw the outline of a house and use different geometric shapes for doors, windows, chimneys, and dormers.

They  count and label all the squares, rectangles, triangles, and hexagons, etc. and construct a bar graph to represent their findings.





Card Sharks



Use a standard deck of playing cards for calculator practice.

Give each king a value of 13, each queen a value of 12, and each Jack a value of 11. The remainder of the cards are worth their number value.

Challenge the students to correctly calculate the total value of the deck.




From Tiny Acorns


More  problem solving practice with calculators 







At a Loss for Words 


Choose 5 textbooks.

 Challenge the students to estimate the total number of words in all five books.



1. Find the total number of pages in all five books.

2. Count the number of words on the first three pages of the first book and record the number. Repeat this procedure for the next four books. Then find the average of the five numbers. Now add up the total number of pages in all five books. Multiply that total by the average. 





How are You Fixed for Blades? 


 Challenge the students to find the estimated total number of blades of grass in the schoolyard.



1. Each student measures one square foot of area in the yard.

2. He/she then counts the number of blades in this area and records the number.

3. Using a yardstick, the student  measures the total area of the yard and converts the answer into square feet.

4. The final step for the student is to multiply the total number of blades in the 1 square foot area by the number of square feet in the yard.





Old Calendars, Young Students



Don't throw away your old calendars!

The student can use the calendar to find the day and date for 2 weeks and 6 days ago, or 3 years, 7 months, 2 weeks and 3 days ago, etc.

Students can also practice adding horizontal, vertical and diagonal lines of numbers on the calendar.




Those Crafty Romans


Use craft sticks to teach Roman Numerals