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Belly Bruce.

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Number Lessons

KATE K. O'NEILL

First Grade

TILL use one period each week for counting 1's, 2's, 5's, the 10's beginning with each digit, and the odd numbers with a ring. Have this counting done very rapidly. It should be so well known that there will not be an instant's hesitation. We "count down," if any one misses he sits, and there are very few who fail to obtain their brownies now.

The children should be able to read and write to 100, and most of them can read to 1000, although no special drill has been given beyond 100. They should know orally all the additions given, and subtractions to five, and be able to write all these without the answers in sight any longer.

Count back from 20 and show that it is subtracting 1. Make the table to 20-1 and leave in sight for both oral and written drill. Give subtraction to 10, using objects and keep these tables in sight.

Review the measure tables and teach the money table, using real money.

MONEY TABLE

5 cents 1 nickle.

IO Cents =

I dime.

4 + 2 14 + 2 2 + 4 12 + 4 6+2

16 + 2

2+6

12 + 6

3+2 13 + 2 2+3 12 + 3

оо

х

=

4 flowers

3 kittens

6 boys

7.

9-3=6; 10 - I = 9, 10-3

Taught in this way the children learn it quicker and are more accurate. Why is it easier? Because addition is easier than subtraction for all of us.. In working this way we have two additions and one subtraction, in the other method we have but one addition and two subtractions.

I saw two classes tested one year. A second grade learning to add one to the next lower figure, a third grade to subtract from the upper. The second grade were the more accurate and kept the accuracy all through the grades. Nine tenths of the business people will tell you that they use the first method and say that the second is only "school teachers' tomfoolery."

And again I beg of you, don't allow the children to use one single mark or figure except the remainders. They can remember if you teach them how from the beginning.

After they can subtract from o, review the 1 combination to 11, and mix 1 with the o. Do not take 2 until they are ready for it. Make haste very slowly. Be sure to give some where borrowing is not necessary, for they always try to borrow every time unless their attention is called to it many times. Gixe examples in multiplication with not over two figures in the multiplier and three in the multiplicand. Where multipying by 11 and 12, multiply by 11 and 12, and not by I and 10, and 2 and 10. Multiply by 10 by annexing a cipher. Drill on multiplication and division tables as far as 60.

SEAT WORK

Write these combinations in four ways:

4 X 9

2 X 9

Ć X 10

7 X 2

0 X 7

II X 4

8 X

9

3

2 X 12

6 X

3+8

3 X 5

IO X 4

I

IO X

Write by 5's to 100.

Write by 10's to 100.

Also give concrete examples, both oral and written, similar to those given last month.

Postal cards of important buildings in town. Test the pupil's knowledge of places of interest. In the more advanced grades the pupils may be required to locate the buildings. Call for complete statements. Vary by asking for questions. Game

Give each pupil the name of a flower. Half a dozen pupils form an arch. Remainder of the class form in line and march under the arch. All sing to the tune of "London Bridge."

We're trying to catch a flower, a flower, a flower,
We're trying to catch a flower, a flower, a flower,
And here's one now."

Before beginning the game each side selects a flower. The pupil caught. must choose between the two. Having made their choice they take their places on the side they have chosen. At the close the pupils go through the Grand Chain as in the Lancier's.

Cut umbrellas. Make a border.

Fold umbrellas.

Copy "Rain, rain, go away."

Language

Brief talk on "Rain." The shapes of the drops. The work of the rain.

Poem

Repeat first verse

Cause..

Oh where do you come from, You little drops of rain? Pitter, patter, pitter, patter, Down the window pane.

They say I'm very naughty,
But I've nothing else to do
But sit here at the window
Wishing I could play with you.

Seat Work

Sew, cut, draw and color, birds. Fold bird house.

Make border of birds.

Write questions about the birds.

Select all the name words in the lesson illustrate write a sentence for each.

* From Easy Steps for Little Feet. Permission American Book Company

Language

Use of capitals in poetry.

The Mother Goose rhymes are not strictly poetry, but the children are intensely interested in them. By using them in the beginning the pupils may be led to copy verses correctly verses that are really bits of poetry.

Game and Device for Word and Sound Drill

Give each pupil a sheet of paper about four by three inches. Tell each to write a certain word in large letters upon the paper. Send two or three pupils from the room. The children who remain must hide the words. The children who were sent out must find the words in a given time. The object is to see which can find the most. It is great fun if the teacher pins a word on her apron or upon the backs of some of the pupils.

With the younger child, however, it is not so. He cannot apply himself to his tasks so steadily as his older brothers, but must have his interest and enthusiasm aroused by some outside influence. The teacher, supplied with the proper methods can lead the child into the right channels.

In this article are contained a few drills and games which have proved a source of delight to first and second grade children.

They are, for the most part, applicable when the sounds. have been presented and a drill is necessary to clinch what has been learned in part.

I

Write upon the board the letters representing the sounds you wish to teach. Think of one of them and let the children guess which one it is. Insist upon complete sentences.. For instance:

Pupil Is it "c?" (Pointing to sound.)

Teacher No, it is not "c."

Pupil. Is it "t?"

Teacher Yes, it is "t."

The child who has guessed the sound thinks of one for the rest to find. This may be varied by having all the pupils point to the sounds as mentioned.

2

Let one child leave the room. The rest, in his absence, decide upon a sound. The child is called in and proceeds to guess. As he does so, he points to the different letters mentioned. If he points to the wrong sound, the class in concert say, "No, it is not 'r,' or "No, it is not 'c.""

When he at last guesses the right one, each child claps his hands softly and answers, "Yes, it is 'm,"" or whatever it happens to be.

3

Give a pointer to each of two children, telling them that they are to have a race to see which can find the sounds the more quickly.

Then call out the sounds, bringing in as often as possible those which may prove the most difficult to remember. Let the children vote as to the winner.

4

Let two

Write the names of the sounds on the board. children, A and B, be given pointers. Then let A point to a sound and B answer as to what it is. If correct, he points to a sound and turns to A. If A, in turn, can give the name of the sound, he again points out one for B to name. Should B fail to give the right name, anyone in the class may answer, and if correct, may take B's place.

В then takes his seat and the game proceeds as before. The one or two who remain standing when the time is up, win the game.

Should A and B, the first who started the game, have known

the sounds so well as to have made no errors, they might have been said to have won the first game and another have been started.

A and B, because of having won the game, might have been given the privilege of choosing the next two who were to take the leading parts.

Divide class into one, two, or three divisions according to number of rows. If in two divisions, call first row A and second, B.

Point to one of the sounds on the board, calling on the first pupil in row A. Point to another sound, calling on the first in row B, and so on, until each member of the class shall have been given a turn.

For each error, place a star or mark of some kind after the name of the row to which the pupil making the mistake, belongs.

The row having the least number of errors wins. If desired, they may be allowed some special privilege such as running around the room lightly, or passing out first for recess if the game occurs just before.

Suppose the sound "t" is to be taught. Say to the children, "How many like to play Hide-and-Seek?"

(Pupils raise hands in response.)

Then answer in any natural way, perhaps as follows: "So do I; but, to-day, instead of letting a person hide, we are going to hide the sound 't.' Let's see who can find it first.'

Then put "t" in the pack of cards, hold up where all can see, and take the first card from the front of the pack and put at the end. Next, take the second and third, and so on,

until the sound "t" is uncovered and one of the children calls out "t."

He is given the privilege of standing in front and hiding the sound, while the rest of the children watch for it.

9

Let children close eyes. Give out cards to three or four. Let the pupils open their eyes, and the three or four who have been given cards step to the front and give the names of the sounds printed on them. The class then give the sounds together.

ΙΟ

Let the children close their eyes. Give out one card, and while the pupils still have their eyes shut let the one who has the card come to the front and give the sound printed. In doing so, he must answer in a complete sentence. For instance: "The sound I have is 't."

This gives the rest a chance to hear his voice. They then guess who is in front, and the one guessing correctly is allowed to stand up and give the sound of the letter. He then keeps the card, and the game continues. At the end, those who have cards may stand in front while the class gives the sounds.

(The teacher can, of course, vary the end of this as of all games.)

II

Place cards on chalk tray. Let the children hand you the ones for which you call. To vary, two may step to the front, and the one finding the desired card first, may pick it up and give it to you.

12

Arrange cards on chalk tray. Let the children name the sounds in concert. Then see which child can give them all from memory.

If a mistake is made, the one who notices the error may give the sounds. If he gives them correctly he may call on whomever he wishes to follow.

In order to keep the minds of the children active, add a card or take one away from time to time.

13

Hold up a card and call on a child to give the sound. If he answers correctly give him the card and let him stand in front and call on someone to give the name of the card nowhold. you If No. 2 is able to respond, he may take his place next to No. 1. Should he fail, No. I calls on another. This continues until all the cards are named.

Those in front hold up the cards so that all may see, and the children in the seats name from left to right.

Belly Bruse.