Morning work plays a crucial role in my classroom instruction and routines. It’s what I use for a daily spiral review in math and language arts, and since I’ve been implementing my morning work routine, I’ve seen a significant improvement in students’ overall retention of skills and that has reflected in their test scores. I teach at a school where students trickle in the classroom from 7:20-7:45, so I usually have a lot of students at school almost 30 minutes before our tardy bell rings. I’ve done all types of things for morning work: DOL, Accelerated Math, Mountain Language, Mountain Math, independent reading, creative writing….you name it. I’ve now consolidated my morning work into three essential components.
All of my students’ morning work will be kept in their Morning Work Binder. That’s not the most creative name for a folder is it? In this folder, my students will have their Weekly Word Problems, Number of the Day, and Language Arts Morning Work. These assignments will be the very first thing my students do when they walk in the classroom each day. The assignments are short enough that even students who arrive right when the bell rings will have time to finish their work before we go over it together in class.
The fourth grade version contains 6-digit numbers, and students write the numbers in expanded form, expanded notation, and written form. They also round the number to the nearest ten, hundred, and thousand. To review those tricky factors and multiples, students writ e the multiples of the last digit of the Number of the Day through 100.
They also look at the last two digits of the Number of the Day and list the factors of that number and circle the prime numbers and highlight the composite numbers. Students determine what is ten times, one hundred times, and one thousand times greater than the last number made by the last three digits of the number of the day. There is a divisibility table, and students circle any number the Number of the Day is divisible by. There is also an addition and subtraction problem, as well as a multiplication and division problems students solve with partial product/partial quotient and an area model.
After teaching third and fourth grade, I knew that while I LOVE my Number of the Day review, I also wanted to incorporate fractions into my morning routine. I’ve created a Fraction of the Day that I use in place of my traditional Number of the Day. I do not use this review until I have completed my fraction instruction, because I don’t want it to take the place of conceptual instruction and hands-on lessons. I’ve created three different versions in the Fraction of the Day file, because I wanted to provide flexibility for different state standards.
In the third grade version, students write the Fraction of the Day in written form and determine how many more parts are needed to make a whole? Students represent the fraction with an area model and number line. They also write two fractions with similar numerators that are greater than the Fraction of the Day, two fractions with similar denominators that are greater than the Fraction of the Day, two fractions with similar numerators that are less than the Fraction of the Day, and two fractions with similar denominators that are less than the Fraction of the Day. Students also decompose the fraction into unit fractions and write two equivalent fractions.
In the fourth grade version, students use repeated addition to show how to multiply the Fraction of the Day by a given whole number. They also identify the next three multiples of the Fraction of the Day and list the next three multiples. Students add and subtract the Fraction of the Day from a given fraction and identify the missing number in a multiplication equation where a whole number, multiplied by the missing fraction, equals a given fraction.
Next, students write one fraction with a different numerator that is greater than the Fraction of the Day, one fraction with a different denominator that is greater than the Fraction of the Day, one fraction with a different numerator that is less than the Fraction of the Day, and one fraction with a different denominator that is less than the Fraction of the Day.
Then, students decompose the fraction into unit fractions and write two equivalent fractions. Students may use any strategy to generate two equivalent fractions to the Fraction of the Day.
In the fifth grade version, students convert the Fraction of the Day to a mixed number and model the Fraction of the Day. They add and subtract the Fraction of the Day from a given fraction with an unlike denominator and solve a fraction multiplied by a fraction problem.
Students write one fraction with a different numerator that is greater than the Fraction of the Day, one fraction with a different denominator that is greater than the Fraction of the Day, one fraction with a different numerator that is less than the Fraction of the Day, and one fraction with a different denominator that is less than the Fraction of the Day. Students divide the unit fraction of the Fraction of the Day by a given whole number and divide a given whole number by the unit fraction of the Fraction of the Day. Finally, students write two equivalent fractions.
The last section of our morning work is a language arts review that is organized by the days of the week. This is a great way to reinforce and review all of those tricky grammar and vocabulary skills in the third grade and fourth grade standards. Students complete the language arts morning work independently, and we go over it together everyday. I don’t give a grade on the assignment or for completion, but I do hold students accountable for completing it. I broke this into two separate products with a Third Grade Language Arts Morning Work and a Fourth Grade Language Arts Morning Work product. In each set there are 36 weeks worth of questions, and each week is broken into Monday-Friday.
Each of these files EXCEPT THE FRACTION OF THE DAY are included in my Morning Word Bundle. The bundles save you over 20% from purchasing each file individually!
I also wanted to share a multiplication graph that we all enjoy. My students take a daily timed multiplication test (20 questions in 1 minute-more on that later), and on Fridays they take a big 5 minute 100 questions multiplication facts test. Each Friday, I have my students graph the results of their test by coloring in how many questions they answered correctly. I like giving my students this visual representation of their progress on their math facts. This could easily be adapted to addition facts, subtraction facts, or division facts as well. You can click on the graph for your FREE copy!