Right-Brained Time, Money & Measurement Download

Right-Brained Time, Money & Measurement Download
Right-Brained Time, Money & Measurement Download
Right-Brained Time, Money & Measurement Download
Right-Brained Time, Money & Measurement Download

Right-Brained Time, Money & Measurement Download

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Learning about time, money, and measurements via images, stories, hands-on activities, and patterns is an engaging way to target the child’s natural learning strengths. K-3.

The importance of time, money, and measurements

This book is divided into three parts:

Part I, Time, covers everything from introducing the hands on a clock, Ollie Hour, Molly Minute, and Sammy Second, to future and elapsed time, to estimating time. 

Part II, Money, starts with introducing the different denominations of money and ends with adding money and making change.

Part III, Measurement, focuses on measurement of temperature, length, perimeter, area, weight, and volume.

Each section contains its own resources for practicing skills taught in the book, as well as an answer key.

You may approach this book in several ways, depending on your particular needs, the level and ages of the children you are teaching, and your time constraints. There are three sections for Time, Money, and Measurement. The material presented in each section begins at the very beginning and increases in difficulty. Simply go as far as your student(s) can go in each section.

This book is for children who are strongly visual, who learn all at once through pictures, are drawn to patterns, rely on body motions, and who need to understand the process behind each math problem they solve. Child1st teaching and learning resources all follow the principle of conveying learning pieces using a variety of right-brain-friendly elements. We take learning tidbits that utilize symbols (numbers and letters) and abstractions, which are left-brained, and embed them in right-brained elements to beautifully integrate the left and right hemispheres in the brain.

Right-Brained Time, Money & Measurement

Right-Brained Time, Money & Measurement


1. We embed symbols in VISUALS so that the child can take a quick look, absorb the learning piece, and store it as an image to be retrieved intact later.

2. We use PERSONIFICATION which is a powerful element in teaching and learning. The use of personification makes for rapid learning because the very look and personality of the character conveys the substance of the learning. For example, Ollie Owl, Molly Mongoose, and Sammy Stork have personalities that help cement their function in children’s memory. Ollie Hour is an owl who marks the hours and goes very slowly on his short legs. Molly Minute is a mongoose who ticks off the minutes, scuttling around the clock quickly. Sammy Second is a stork who swoops around the clock marking off the seconds.

3. We rely on PATTERN DISCOVERY as a way of making numbers come alive and as a means of conveying the amazing relationships between numbers. What results is number sense. Because the brain is a pattern seeking organ, it is drawn to material that follows patterns.

4. We use STORY to contain the meaning of what we are teaching in math. Stories, like visuals, make learning unforgettable. They explain the “why” behind math concepts and tie everything together, creating a vehicle for meaning and for recall.

5. We use BODY MOTION—both gesture and whole body movement that mirrors the symbol shape or the action in the math story (such as addition or subtraction). Again, body movement is a powerful agent for learning and remembering. For many people, body motion makes recall effortless if the learning piece is directly tied to a unique motion.

6. We employ VISUALIZATION—a powerful tool for right-brain-dominant learners. If these learners are given time to transfer the image on the paper in front of them to their brains (prompt them to close their eyes and SEE it in their mind’s eye), they will be able to retrieve that image later. If the image contains learning concepts, this is how they will remember what you want them to learn. So in this book, each time a visual is introduced, prompt the student(s) to “see” the image in their mind.