10 Minutes Till Bedtime By Peggy Rathmann
Integrating literature into teaching math can be an exciting way for children to learn a new math concept while enjoying a story. Many times the student doesn’t even know math is incorporated into the story. The children’s book 10 minutes till Bedtime by Peggy Rathmann, is a about a little boy and his adventure in getting to bed with the help of some pet hamsters. The hamsters help count down the time as the young boy cleans up his toy, gets dressed in his pajamas, brushes his teeth, and reads a bedtime story all in the ten minutes has before his bedtime. This book has little words to read and mainly consists of pictures gearing towards a four to six year old age range. In this book children of those ages can learn to count backwards and begin
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or expand on telling time.
The Virginia math SOL1.2, which involves the students counting forwards to one hundred and backwards from thirty, can be integrated in learning from the literature by having the students learn to count and memorizing what numbers come before and after each other. Using the book as an example, a teacher could show their students that the hamsters are counting down from the number ten until the young boy’s bedtime. From there activities could be made for the students to count backwards, helping instill the order of numbers.
An example of a detailed activity a teacher could present to the class is having the children line up either in a circle or line.
The activity could take place outside of the classroom, hallway, or blacktop to give a change in scenery. One the children are lined up the teacher would start by giving one child a number and have each student say the next corresponding number, while counting backwards until they got to zero. For a more in your seat activity, a teacher could make worksheets with a list of only a few numbers, counting backwards with a couple of the numbers missing. The students could then fill the missing numbers. Both activities could be used to help teach the children counting forwards as well by either one, twos, fives, or …show more content…
tens.
The next SOL, 1.8, involves the students beginning to learn how to tell time by rounding the time to the nearest half hour. In the story the young boy has only ten minutes to get everything he needs done before going to bed. Activities that could be made for this SOL could include telling time, making schedules, and coordinating their actual daily events of the times the events or activities take place. Starting with telling time, a teacher could create clock templates for the children to cut out and put together so that they can move the hands on the clock to change the time. Once the clock was made the teacher could give out a time for the children to present on their clocks and the children could hold it in the air for the teacher to check. A take home practice activity, the children could be able to make flash cards. On one side the children could draw a certain time in analog form and on the back they could write the time out and in digital form.
The next activities of schedule, making could be an activity where the students list out some of their daily activities or they could be given a list of activities that most of them do on a daily basis, such as waking up, eating breakfast, going to school, lunch time, recess, when school ends, homework time, dinner, and bedtime.
A worksheet could be made so that the students are able to write out the times they do these activities, draw the hands on a clock, and since the book is mainly of pictures of the young boy doing the activities before bedtime they could even draw a small picture of them doing the
activities.
The last SOL presented, 2.12, is an extension to the SOL 1.8 in that the students will be able to learn to tell time to the nearest five minutes. The same activities, from the previous SOL could be done with this one as well, just presented in a more detailed time. When making the clocks, the teacher could call out times for the children to present like 2:10 or 4:35 and similar models could be done with the flash cards. Since the children learning this SOL have a greater knowledge of telling time, they could make a list of everything they want to do on a day in the weekend a present a timed out schedule of those lists of activities. Once they have their schedules made they can figure out exactly how much free time they have and fill that time with small activities such as tidying up, getting dressed, brushing teeth or reading a book just as in the story. For a more dramatic play activity, props could be set up to reenact the tasks in the book to see how much they could actually do in ten minutes.
Although most literature integration is done with subjects such as science and social studies, it can also be combined with math. Math concepts are not always the first thing one recognizes when reading a children’s book, but are frequently there or can be made. They start out as a being as simple as counting or recognizing shapes and can move up through more difficult concepts varying the grade. The integration of the two subjects allows the children to be able to relate the story and concepts to their everyday lives.
or expand on telling time.
The Virginia math SOL1.2, which involves the students counting forwards to one hundred and backwards from thirty, can be integrated in learning from the literature by having the students learn to count and memorizing what numbers come before and after each other. Using the book as an example, a teacher could show their students that the hamsters are counting down from the number ten until the young boy’s bedtime. From there activities could be made for the students to count backwards, helping instill the order of numbers.
An example of a detailed activity a teacher could present to the class is having the children line up either in a circle or line.
The activity could take place outside of the classroom, hallway, or blacktop to give a change in scenery. One the children are lined up the teacher would start by giving one child a number and have each student say the next corresponding number, while counting backwards until they got to zero. For a more in your seat activity, a teacher could make worksheets with a list of only a few numbers, counting backwards with a couple of the numbers missing. The students could then fill the missing numbers. Both activities could be used to help teach the children counting forwards as well by either one, twos, fives, or …show more content…
tens.
The next SOL, 1.8, involves the students beginning to learn how to tell time by rounding the time to the nearest half hour. In the story the young boy has only ten minutes to get everything he needs done before going to bed. Activities that could be made for this SOL could include telling time, making schedules, and coordinating their actual daily events of the times the events or activities take place. Starting with telling time, a teacher could create clock templates for the children to cut out and put together so that they can move the hands on the clock to change the time. Once the clock was made the teacher could give out a time for the children to present on their clocks and the children could hold it in the air for the teacher to check. A take home practice activity, the children could be able to make flash cards. On one side the children could draw a certain time in analog form and on the back they could write the time out and in digital form.
The next activities of schedule, making could be an activity where the students list out some of their daily activities or they could be given a list of activities that most of them do on a daily basis, such as waking up, eating breakfast, going to school, lunch time, recess, when school ends, homework time, dinner, and bedtime.
A worksheet could be made so that the students are able to write out the times they do these activities, draw the hands on a clock, and since the book is mainly of pictures of the young boy doing the activities before bedtime they could even draw a small picture of them doing the
activities.
The last SOL presented, 2.12, is an extension to the SOL 1.8 in that the students will be able to learn to tell time to the nearest five minutes. The same activities, from the previous SOL could be done with this one as well, just presented in a more detailed time. When making the clocks, the teacher could call out times for the children to present like 2:10 or 4:35 and similar models could be done with the flash cards. Since the children learning this SOL have a greater knowledge of telling time, they could make a list of everything they want to do on a day in the weekend a present a timed out schedule of those lists of activities. Once they have their schedules made they can figure out exactly how much free time they have and fill that time with small activities such as tidying up, getting dressed, brushing teeth or reading a book just as in the story. For a more dramatic play activity, props could be set up to reenact the tasks in the book to see how much they could actually do in ten minutes.
Although most literature integration is done with subjects such as science and social studies, it can also be combined with math. Math concepts are not always the first thing one recognizes when reading a children’s book, but are frequently there or can be made. They start out as a being as simple as counting or recognizing shapes and can move up through more difficult concepts varying the grade. The integration of the two subjects allows the children to be able to relate the story and concepts to their everyday lives.