1. On Monday, every student receives the SECOND HALF of a strip of thirty numbers. These are made using a spreadsheet program.It ends up looking SOMETHING like this:

   16	17	18	19	20	21	22	23	24	25	26	27	28	29	30
   LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL

   Numbers 16-30 appear in the first row of cells. An individual student's initials appear in the second row of cells. This pattern is repeated for the entire page. Number strips are cut apart and taped to each student's desk early Monday morning. I use a different color each week. Here's how the top part of the page would look, showing the first three students:

   16	17	18	19	20	21	22	23	24	25	26	27	28	29	30
   LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL
   16	17	18	19	20	21	22	23	24	25	26	27	28	29	30
   MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ	MJ
   16	17	18	19	20	21	22	23	24	25	26	27	28	29	30
   ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ	ZZ

   If a student gets down to number 16, she/he receives the FIRST HALF, numbers 1-15, and a reminder to WATCH HER/HIS BEHAVIOR!

2. I explain to the students that the thirty numbers on their number strips stand for thirty minutes of "Friday Fun." If we use our time well all week, we earn a special indoor recess time each Friday. HOWEVER, if time is wasted with misbehavior, the student or students responsible will need to "give me a number."

   Let's say LuAnn ran in the hall, yelled during class, and forgot her pencil. Her number strip now looks like this:

   16	17	18	19	20	21	22	23	24	25	26	27
   LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL	LL

3. A student "gives me a number" by tearing off the biggest number. His/her initials are automatically torn off with the number, so I have a record of lost numbers. So far, I've never had problems with a child tearing off another child's numbers, but keeping the pieces available is an automatic "checks and balances" feature. I tried using a chart of numbers posted on the wall, with the teacher crossing off the numbers, but I have found that the very act of tearing off the number and presenting it to me is a way of "redirecting" a child's behavior. I also have the chance to whisper a message when the child brings it up (I know it's hard for you wait for your turn to talk but I need to listen to ---- right now) OR just a pat and a reassurance ( I don't think you'll loose any more numbers today. You just needed this one reminder.)
4. On Friday, the fun starts at exactly 2:45. Students who have all thirty numbers on their strips bring their number strips to me and make their choices.
   (A list of Friday Fun activities appears below.)
5. At 2:46, I announce that "the twenty-nines" may make their plans for Friday Fun. The students bring up their number strips and make their plans.
6. The first few weeks, I continue to announce the numbers until all students have joined Friday Fun.
7. Once the students have experienced a few weeks of Friday Fun, they can easily keep track of their own numbers. At the proper time, they bring me their number strips and join in the fun. In the meantime, I am free to walk around the room and observe, chat, compliment art projects, or run the class store.
8. If a student has lost ALL of his/her numbers, he/she may spend the Friday Fun time out in the hall, or even in the principal's office. This doesn't happen too often!

I always assure the "low number" kids that I believe they'll have a longer Friday Fun next week. Usually, the kids wait patiently at their desks until it is their time to join in the fun. I do allow them to talk quietly or read. If time was lost during the week because of incomplete work, that work is done before joining Friday Fun. (Students often lose numbers because they are playing during workshop. If this happens a lot, I will assign a job to be completed before joining Friday Fun.)