"Two of Everything" Book Blog

Ramon Martinez

EDE 715

Prof.  Marshall

Fall 2016

Book Blog

Book Title:  “Two of Everything”

Image:

Author and Illustrator:  Illustrated and authored by Lily Toy Hong.

Recommended Grade Level:  Grades 1-3

CCSSM Standards (Content Standards and Standards for Mathematical Practice)

• CCSS.Math.Content.2.OA.B.2
• Fluently add and subtract within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.

• CCSS.Math.Content.2.NBT.B.6
• Add up to four two-digit numbers using strategies based on place value and properties of operations.

• CCSS.Math.Practice.MP4
• Model with mathematics.
• 
  

• CCSS.Math.Practice.MP5
• Use appropriate tools strategically.

• Summary:  This is the story of Mr. and Mrs. Hatak, and a magical pot that changed their lives forever. Mr. and Mrs. Hatak were hard working farmers who lived in a small house in the country side.  While digging in the ground to plant some crops, Mr.  Hatak discovers a huge pot buried underground.  He carries the large pot back to the house and shows it to his wife.  The couple soon discovered that this was no ordinary pot, for it had the power to duplicate anything that went inside of it.  The couple began pouring coins and other material things things which all doubled in value, (5 coins turned to 10 coins, 1 hair pin turned into 2 hair pins, etc…)  One day, while Mr. Hatak was busy farming, Mrs. Hatak was pondering over the magical pot.  She leaned over to look inside, when suddenly the door flung open and scared Mrs. Hatak, causing her to fall inside.  It was Mr. Hatak who had finished farming for the day.  Mr. Hatak rushed to pull his wife out of the pot, but when reached inside, he pulled out not just one Mrs. Hataks, but two!  This was an issue because how could there be two Mrs. Hataks, but only one Mr. Hatak?  So Mr. Hatak also falls into the pot, creating another Mr. Hatak.  The two identical couples decided to become best friends and did everything together.  The towns people thought that the Hataks were so rich that they were able to buy another set of themselves.  Both couples lived happily ever after in identical homes right next to each other, except one of the houses had a large magical pot hidden inside of it, and the other did not.  

Rating 1-5 Stars:  I personally give this book a 4 star rating, it was really fun and easy to read.  It also helps young children learn the concept of doubling in value, addition and multiplication.  The story had a pretty abrupt ending which is why I gave it a 4 out of 5 star rating.  

Classroom Ideas:  The ideas I have working are using some form of manipulative to help the children grasp the concept of doubling better, and also the use of a mirror which also would help the students see and understand the concept.  I would use some sort of container to place small objects in, and then ask the students to remove the objects in front of a mirror and see how many objects now appear.  

Title: Inch by Inch

Posted by: Supria Nandi

Author: Leo Lionn

Recommended Grade Levels: Pre- K, Kindergarten, First and Second grade.

CCSSM Content Standards:

Describe and compare measurable attributes.

CCSS.MATH.CONTENT.K.MD.A.1
Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object.

CCSS.MATH.CONTENT.K.MD.A.2
Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.

Measure lengths indirectly and by iterating length units.

CCSS.MATH.CONTENT.1.MD.A.1
Order three objects by length; compare the lengths of two objects indirectly by using a third object.

CCSS.MATH.CONTENT.1.MD.A.2
Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

Measure and estimate lengths in standard units.

CCSS.MATH.CONTENT.2.MD.A.1
Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.3
Estimate lengths using units of inches, feet, centimeters, and meters.

CCSS.MATH.CONTENT.2.MD.A.4
Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

Summary: This story is about a little green inchworm that was proud of its measuring skills. To protect itself from hungry birds, it used its measuring skill to measure a robin’s tail, a flamingo’s neck, a toucan’s beak, and a heron’s legs. It even used its skill to protect itself from a hungry nightingale, which threaten inchworm to be eaten if it failed to measure nightingale’s song. Inchworm used its measuring skill creatively to solve that dilemma.

Rating:

I would rate this book 5 out of 5. This is a great picture book with unique illustration. Pages are filled with mostly pictures and small written text on the bottom or the corner. It is appropriate for early childhood and Childhood grades. This story can be used to teach children about measurement, nature, and even about thinking "outside of the box" to solve problems.

Classroom Ideas:

Pre-K & Kindergarten:

This story could be used as a great recourse to teach integrated math and language art skills. Students would be familiar with math vocabularies such as inch, measure, and distance. They would develop the concept that different attributes of an object could be measured. Activities students would able to do:

·      Act out the story and use their own body to measure the length of the rug, floor etc. like the inch warm.

·      Create their own inchworms using construction papers or pipe cleaners and measure the length of different objects.

·      Compare their length of different objects. (Same, longer or shorter)

First grade:

·      Measure length using iterating unit (student made inchworm, paper clips etc.)

·      Compare length-using explanation. (for example; the red pencil is longer that the blue pencil because red pencil is 4 paper clips long and the blue one is 3 paper clips long.)

Second grade: This book is an applicable resource to introduce measurement unit using appropriate tools.

·      Introduce measuring unit – Inch on a ruler.

·      Use ruler to measure objects in inches.

·      Compare objects’ length inches.

Sir Cumference and All the King's Tens

Nisha Kalathara

Author: Cindy Neuschwander

Illustrator: Wayne Geehan

Recommended Grade Level: Grades 2-5

Common Core Standards Addressed: Number and Operations in Base 10

Understand place value.

CCSS.MATH.CONTENT.2.NBT.A.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

CCSS.MATH.CONTENT.2.NBT.A.1.A
100 can be thought of as a bundle of ten tens — called a "hundred."

CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

CCSS.MATH.CONTENT.2.NBT.A.2
Count within 1000; skip-count by 5s, 10s, and 100s.

CCSS.MATH.CONTENT.2.NBT.A.3
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

Summary: While planning a surprise birthday party for King Arthur, Sir Cumference and Lady Di send out invitations to the entire countryside. As guests continue to show up they must find an efficient way to count the number of guest so that they know how many people they need food for.

Rating: ***** I gave this book 5 stars because it was a fun read. This is a great book for kids of all ages. It specifically addresses standards for second grade but students learn more in depth about number and operations in Base 10 up until fifth grade. It seeks math into a very entertaining story. In the illustrations in even shows the math in expanded form. Also, at the back of the mini there is a page explaining the math concept that was discussed in a few words. This provides information without throwing a lot of math at the students all at once.

Classroom Ideas: This book can be a great way to start the students off when learning about Numbers and Operations in Base 10. For the younger students it can be a way to introduce them to grouping things by ten. In the classroom, you can have them get up and get themselves into groups of ten to see how many are left over. From reading another book, How many seeds in a Pumpkin? I got a cool idea about an activity that could be done. In the book, the teacher can split the students into three groups assigned to count either twos, fives, or tens. The teacher gives one group a small pumpkin, one group a medium pumpkin, and one group a large pumpkin. Instead, of having the students group by twos, fives, and tens, I can simplify this activity by splitting the class into groups and giving them a pumpkin. However, I would just ask them to group by ten to count the total number of seeds. I think this would be a fun hands-on activity that the kids would love. I feel like this might be something that they are not always able to do and it gives them a chance to get messy and have fun while learning at the same time!

Book Title: “Feast For Ten”

Author and Illustrator: Cathryn Falwell

Recommended Grade Level: K-1

Common Core Standards Addressed:

CCSS.MATH.CONTENT.K.CC.B.4.B Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

CCSS.MATH.CONTENT.K.CC.B.4.C Understand that each successive number name refers to a quantity that is one larger.

CCSS.MATH.CONTENT.K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.

CCSS.MATH.CONTENT.K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.

CCSS.MATH.CONTENT.K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.1

CCSS.MATH.CONTENT.1.OA.C.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).

CCSS.MATH.CONTENT.1.NBT.B.3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

CCSS.MATH.CONTENT.2.OA.C.4Use addition to find the total number of objects arranged in rectangular arrays with up to 5 rows and up to 5 columns; write an equation to express the total as a sum of equal addends.

Summary: This book is about a family who went food shopping to prepare a meal together. At the beginning of the book the numbers one to ten are used to represent the ingredients the family were buying. The count begins with one grocery cart and ends with ten hands helping to load the cart. After counting one through ten the book starts counting again the numbers one to ten but this time working together preparing the meal.

Rating:

 I give this book a five stars rate, the book is excellent! Its colorful with great illustration that capture the reader attention. The book is multicultural, promotes family unity, rhyme and can be use to teach a variety of math topics.

Classroom Ideas:

This book covers many mathematical concepts such as counting, number grouping, positive and negative integers, addition, subtraction, pattern and sequences, even and odd numbers and more.

*This book is perfect to adapted as a dramatic play in class using plastic/silicon foods.

* I can use the book to make a grocery list with the help of the students to have a feast in class.

*  Print and laminated the objects/foods mentioned in the book. Have students add the items in the shopping cart while you are reading to practice their numerical skills.

*Made board maker printable with the number in one right side and the picture of the item in the left side for visual students.

* Have students to create they own follow-up book telling their own story about going shopping or helping cooking at home using the numbers 1 to 10.

*Students can use manipulatives such as connecting cubes, bear counters, chips to retell the story in groups or with a partner.

* Have matching sets of number cards from 1 to 10. Keep one set of the cards and distribute the others to the children. Show a card and say, “I’m looking for someone who has this number. Child with the matching card says the number and transitions to the next activity.

* Invite families to send an empty cardboard food box that represents a food item that the family really enjoys. If a family has a home language other than English, encourage them to bring a box with words in their home language. Add a price to the item, and then place it in home living/dramatic play area. Suggest that when families take their children grocery shopping they name the items they are purchasing and the price of the item. For example, “Tomatoes are $1.50 a pound,” Children can count the number of bananas or the number of potatoes they are purchasing. With a list of the price of the items we can we can create our own word problems and find out how much money was spent in total. 

Counting on Frank by Rod Clement

Counting on Frank

Posted by Fitore Rexhepi

Title: Counting on Frank

Author and Illustrator: Rod Clement

Common Core State Standards Addressed:

1st Grade:

CCSS.MATH.CONTENT.1.MD.A.2

Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

2nd Grade:

CCSS.MATH.CONTENT.2.OA.A.1

Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1

CCSS.MATH.CONTENT.2.MD.A.1

Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes.

CCSS.MATH.CONTENT.2.MD.A.3

Estimate lengths using units of inches, feet, centimeters, and meters.

3rd Grade:

CCSS.MATH.CONTENT.3.MD.A.1

Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line diagram.

CCSS.MATH.CONTENT.3.MD.A.2

Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l).1 Add, subtract, multiply, or divide to solve one-step word problems involving masses or volumes that are given in the same units, e.g., by using drawings (such as a beaker with a measurement scale) to represent the problem.2

4th Grade:

CCSS.MATH.CONTENT.4.MD.A.1

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. For example, know that 1 ft is 12 times as long as 1 in. Express the length of a 4 ft snake as 48 in. Generate a conversion table for feet and inches listing the number pairs (1, 12), (2, 24), (3, 36), …

CCSS.MATH.CONTENT.4.MD.A.2

Use the four operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money, including problems involving simple fractions or decimals, and problems that require expressing measurements given in a larger unit in terms of a smaller unit. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

5th Grade:

CCSS.MATH.CONTENT.5.MD.C.3

Recognize volume as an attribute of solid figures and understand concepts of volume measurement.

CCSS.MATH.CONTENT.5.MD.C.5

Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume.

Common Core State Standards for Mathematical Practice:

CCSS.MATH.PRACTICE.MP1 Make sense of problems and persevere in solving them.

CCSS.MATH.PRACTICE.MP2 Reason abstractly and quantitatively.

CCSS.MATH.PRACTICE.MP4 Model with mathematics.

CCSS.MATH.PRACTICE.MP5 Use appropriate tools strategically.

CCSS.MATH.PRACTICE.MP6 Attend to precision.

Summary: 

Counting on Frank is about a curious boy who imagines silly scenarios that require the use of math.  For example, he wonders how many humpback whales could fit inside his house or how long it would take for his entire bathroom to fill up with water.  The story ends when he wins a family trip to Hawaii for correctly guessing how many jellybeans were inside a jar; an easy task for him!  The story is fun and imaginative.  It is told from the first person and reads like other popular children's books (i.e. Alexander and the no good…).  The book teaches about the real world use of mathematics.  It teaches measurement, estimation, multiplication, and addition.

Rating: ***** (5 stars)

I gave this book 5 stars because I think it is a fun read for all ages.  The character is likable.  The book gets the readers to “use their brains” by thinking about math and the scenarios presented.

Classroom Ideas: 

I would use this book differently depending on the age group but I think it could be read to children as young as pre-kindergarten.  In pre-k through the second grade, I would read this book to introduce the concepts of measurement and volume.  

• I would allow students to discuss, question, and imagine fun scenarios like those presented in the book.  As a class, we would measure the walls of the classroom to calculate the length or the height of the classroom.  Using cut outs/tracings of students, we could see how many first graders do we need to reach the ceiling?
• A simplified addition example from the book could be to count how many marbles or jelly beans fit inside a jar.  After measuring and counting on their own with cubes or other manipulatives, it would be fun to have students guess the amount and win a jar of candy.

In older elementary grades, I would use this book to illustrate the concept of measurement of volume.  Some ideas after reading the book to the class:

• In their own small group, students tackle a problem from the book after I first model one with the class.  For example, how large of a box would be needed to hold a humpback whale.  Then, students could create their own mathematical problems similar to those in the book and solve. 
• After the teacher demonstrates how to measure volume of an object by counting cubes, students will measure on their own in pairs or small groups.  Once students have a chance to discover how volume is measured on their own using cubes or rulers, they can move on to more examples.
• After reading this book, students will explore the formula for volume and how it can be used to find the volume of familiar spaces like the classroom/closets (measuring themselves), or auditorium/school yard (given measurements).