Title: Ten
Apples Up On Top
Posted By: Elizabeth
Amaro
Author: Dr. Seuss
Illustrator: Roy
McKie
Recommended Grade Levels:
First Grade
Represent and solve problems
involving addition and subtraction.
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
CCSS.MATH.CONTENT.1.OA.A.2
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.
Understand and apply properties of
operations and the relationship between addition and subtraction.
CCSS.MATH.CONTENT.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
CCSS.MATH.CONTENT.1.OA.B.4
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
Understand subtraction as an unknown-addend problem. For example, subtract 10 - 8 by finding the number that makes 10 when added to 8.
Add and subtract within 20.
CCSS.MATH.CONTENT.1.OA.C.5
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Work with addition and subtraction
equations.
CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.MATH.CONTENT.1.OA.D.8
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 + ? = 11, 5 = _ - 3, 6 + 6 = _.
SUMMARY
Learning to count has never been more fun than in this crazy
tale of a dog, a lion and a tiger all showing off how many apples they can
balance on their heads as they skip, walk the tightrope and roller skate their
way through the book.
Three friends balance counting and fun in this silly book by Dr. Seuss
and illustrated by Roy McKie. When a
lion, a dog, and a tiger meet up, they soon discover that they can each do different
things while balancing apples on their heads. Whether drinking milk, jumping rope, or
roller-skating, they can do a lot with ten apples up on top! But watch out, she has a mop! She'll knock those apples from up on top. Seuss's apple-balancing characters will have
youngsters reading, counting, and giggling!
Rating: 4 out of 5 Stars
I
really like how this story makes counting fun.
It counts forward and it was also going backwards. It shows a nice
competition between friends and it gets children excited to learn. The
illustrations stood out to me as well because I love seeing animals as
characters. With all the rhyming and repetition it gets children engaged and
able to interact with the story. I also like how what first started like a
friendly competition ends with all of them trying to protect their apples
together. It's a great counting book because it has a lot of repetition which
helps the children learn their numbers quicker.
Classroom Ideas/ Lesson:
After the reading “Ten Apples on Top” by Dr.
Seuss, on chart paper, I will display a picture of myself with no apples on my
head. I will ask students to help me
count as I balance beanbags over my head.
I will have the whole class count as many red beanbags I can over my
head (the goal is to count up to 20). Then
I will tell the students that I would like them to show me with the cut out
apples how many apples was I able to balance over my head. As they help me count, I will model for them
how to paste the apples over my picture (head) on the chart paper. Then I will write the number. I will then remove a few bean bags off of my
head and ask the students to count the remaining bags (subtraction). I will then have students paste the remaining
apples on their chart paper. Classroom Ideas/ Lesson:
Hi Liz! I really liked the book you chose. I think it's a great counting book for younger learners and it also provides the children with the visual illustrations of the animals balancing apples on their heads. This will help engage the children as you read the story. I really loved the classroom ideas/ lesson for this book. I love the idea of recreating the story using red bean bags. This is a great strategy to use, in order to grasp if the students comprehended the concept of the book by recreating the idea of counting red beans bags on the teacher's head. You also provide more challenging, higher thinking level ideas by counting up to 20 and incorporating subtraction into you lesson.
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