Numbers and Stories: Using Children's Literature to Teach Young Children Number Sense
Publication Year: 2014
Count on children's books to build number sense!
Math and reading go hand in hand, especially among young children who are new to both. If you're looking for a surefire way to build number sense and reading skills at the very same time, rely on this indispensable K-2 resource. Using children's books as a springboard for standards-based learning, it provides 22 detailed lessons, all ready for immediate implementation.
The authors–one an internationally respected math professional development consultant, the other a language arts specialist–weave together the Common Core Math and ELA standards and practices, supporting you as you combine children's literature with meaningful mathematical learning experiences. Their book provides: 22 interactive, research-based investigations with detailed instructional suggestions and problem-solving tasks; High-quality children's book selections; Reflection and discussion questions ...
- Front Matter
- Back Matter
- Subject Index
Part I: Here's the Story: Fundamental Components for Developing Number Sense Using Children's Literature
- Chapter 1: The Young Child and Mathematics
- Why Mathematics for Young Children?
- Learning Mathematics in the Early Years
- Chapter 2: The Learning Environment
- Features of the Learning Environment
- Chapter 3: Why Integrate Children's Literature and Mathematics?
- Children's Literature and Learning Mathematics
- Reasons for Integrating Children's Literature and Mathematics
- Chapter 4: Essential Features of the Investigations
- Design of Investigations
- The Context
- Important Mathematics
- Supporting Children's Learning
- Chapter 5: Design of the Investigations
- Stages of the Investigations
- The Six Stages
Part II: Children's Literature and Number Sense Investigations
- Unit I. Counting and Cardinality
- Cardinal Number One to Ten—The Water Hole (Graeme Base)
- Subitizing—Olly and Me 1•2•3 (Shirley Hughes)
- Counting On—Mouse Count (Ellen Stoll Walsh)
- Counting to Find How Many—How Many Snails? A Counting Book (Paul Giganti Jr.)
- Counting Backwards—Ten Little Fish (Audrey Wood)
- Unit II. Whole Number and Operations Relationships
- Comparing Quantities and Numbers—One Big Building: A Counting Book About Construction (Michael Dahl)
- Comparing Numbers—How Many Snails? A Counting Book (Paul Giganti Jr.)
- Numbers That Make 10—Ten Flashing Fireflies (Philemon Sturges)
- Odd and Even Numbers—365 Penguins (Jean-Luc Fromental)
- Skip Counting by 2s, 5s, and 10s—Two Ways to Count to Ten: A Liberian Folktale (Ruby Dee)
- Doubling Numbers—Minnie's Diner: A Multiplying Menu (Dayle Ann Dodds)
- Equal Groups—How Do You Count a Dozen Ducklings? (Sean Chae)
- Unit III. Operations and Algebraic Thinking
- Equality and Equations—Balancing Act (Ellen Stoll Walsh) and Equal Shmequal (Virginia Kroll)
- Decomposing Numbers/Word Problems—Quack and Count (Keith Baker)
- Addition within 20—The Tub People (Pam Conrad)
- Subtraction within 20/Word Problems—What's the Difference? An Endangered Animal Subtraction Story (Suzanne Slade)
- Word Problems with Two or More Addends—The Twelve Days of Summer (Jan Andrews)
- Unit IV. Operations within 100 and Place Value
- Representing Numbers to 100/Addition and Subtraction—One is a Snail, Ten Is a Crab: A Counting by Feet Book (April Pulley Sayre and Jeff Sayre)
- Addition and Subtraction within 100/Word Problems—Centipede's 100 Shoes (Tony Ross)
- Numbers 10 to 19/Place Value—Let's Count (Tana Hoban)
- Numbers 20 to 100/Place Value—Let's Count (Tana Hoban)
[Page ii]To my husband Jack for his support and encouragement; to my son Robert and his wife Joanne; my son David and his wife Joanne; my daughter Jacqui; and granddaughters, Emma and Trinity Anne, who love books, numbers, and learning.
To the many wonderful classroom teachers I have worked with over the years, whose passion, enthusiasm, and caring for the children they taught and their wish for them to have successful, positive, and enjoyable mathematical experiences inspired me to ensure that would happen.
For my special great nieces and nephews Elexus, Tyler, and Charles Strong; Katelyn and Nathan Grant; Benjamin and Samuel Hawn; and Madison Klotz whose curiosity and enjoyment in and appreciation for books continue to inspire me to identify the potential and joys of new books from all genres and to share with them the delights in these books.
Copyright © 2014 by Corwin
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All trade names and trademarks recited, referenced, or reflected herein are the property of their respective owners who retain all rights thereto.
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Acquisitions Editor: Robin Najar
Associate Editor: Desirée A. Bartlett
Editorial Assistant: Ariel Price
Production Editors: Laura Barrett and Amy Schroller
Copy Editor: Megan Markanich
Typesetter: C&M Digitals (P) Ltd.
Proofreader: Dennis W. Webb
Indexer: Michael Ferreira
Cover Designer: Scott Van Atta
Many teachers enjoy integrating children's literature throughout all or most curriculum areas. However, when integrating mathematics and children's literature, they ask for support in implementing rich mathematical learning experiences that emanate from the literature and are sufficiently significant and meaningful to meet the learning expectations of the prescribed curriculum standards they are using.
Numbers and Stories: Using Children's Literature to Teach Young Children Number Sense provides instructional support based on what is known from pedagogical research and practice related to integrating meaningfully mathematics and children's literature and to creating purposefully mathematical learning experiences that originate from the literature. The book fosters children's learning of important mathematics in a context that is “robust and relevant to the real world” (Common Core State Standards Initiative [CCSSI], 2012b). In this book such a context is provided mainly through children's literature that relates in a real or fictional manner to their daily experiences.
The purpose of this book is to provide a professional teaching and learning resource to meet the above stated needs of teachers. It is intended for teachers of young children, kindergarten to Grade 2, and professional development consultants. A secondary audience is mentors and coaches, early childhood and primary education professors and students, and school district and department of education curriculum consultants and administrators.How the Book Is Organized
Numbers and Stories is divided into two parts—Part I: Here's the Story: Fundamental Components for Developing Number Sense Using Children's Literature and Part II: Children's Literature and Number Sense Investigations. Part I, organized into five chapters, presents the design and special features of the instructional approach used in the Investigations (Part II), along with the pedagogical research and knowledge gleaned from best practices that support this approach.
Included in Part II are 21 Investigations, each introduced through a quality mathematics-related children's book depicting the mathematics being explored that is revisited and used as a resource throughout each Investigation. The content of these Investigations focuses on the development of number sense for the young child (kindergarten to Grade 2), with clearly stated [Page ix]learning expectations chosen from the Common Core State Standards (CCSS) for Mathematics (2012b) and in keeping with other mathematics curriculum documents across North America. Besides the mathematics content associated with number sense, the processes of mathematics, such as problem solving, reasoning, communicating, representing, and making connections, are integrated throughout the Investigations. As well, the Investigations include learning expectations from the CCSSI for English Language Arts (2012a) related to literacy—in particular, reading standards for literature, informational text, and foundational skills; writing standards; speaking and listening standards; and language standards.
The Investigations are designed so that children are actively involved, physically and mentally, in rich problem solving tasks that support the development of mathematical understanding and procedures and where children are encouraged to use their own strategies and prior knowledge to find solutions to these tasks. These tasks include well-designed questions throughout to create an inquiry based environment where discourse provides the foundation for learning how to reason mathematically.
The Investigations may be experienced by various groups of children, at various age levels, at various times throughout the school year and may be revisited at any time. There is no set sequential order for their implementation since teachers know their children best and the mathematics they want them to achieve. The Investigations are not meant to be translated standard by standard but more woven as a lattice and “the order of the Standards neither implies a teaching sequence nor sets out connections among ideas in different topics” (CCSSI, 2012b).Special Features of the Book
Carefully Designed, Engaging, Interactive Mathematics Investigations Connected to Common Core State Standards Supported by Research—The learning expectations for the Investigations are selected from the CCSS for Mathematics (CCSSI, 2012b) and the CCSS for English Language Arts (CCSSI, 2012a) for children in kindergarten to Grade 2 (Learning Expectations Correlation Chart, Appendix F). As well, they are correlated with the learning expectations associated with the curriculum standards used in most schools in North America, even if schools have chosen not to use CCSS.
Formative Assessment Throughout Each Investigation—The main assessment tool in the Investigations is observation, providing support and guidance for the teacher while monitoring children's learning. It is intended to determine how well the children are meeting the stated learning expectations as they work actively and in an inquiring manner on the problem solving tasks. It assists also the teacher in being more responsive to and flexible in making appropriate moment-to-moment decisions to meet the children's needs.
Reflection and Discussion Questions and Prompts for Children and Teachers—At the end of each Investigation, questions and prompts are provided to guide children and teachers as they think consciously about and communicate their experiences and feelings while engaged in the Investigation. As the reflections are shared with peers and colleagues, learning is enhanced and teaching is improved to better meet the needs of all children.
Writing this professional teaching and learning book evolved slowly over many years. It has been truly a cooperative writing venture that has required immense collaboration and appreciation for each other's professional expertise. However, its completion would not have been possible without the help, support, and encouragement from many people throughout the process.
We are indebted greatly to the Corwin Press team who accepted our manuscript and guided us relentlessly with care and understanding throughout this challenging but rewarding writing journey. After senior acquisition editor Robin Najar read the manuscript she informed us that she saw its potential and endorsed it. We thank her profusely. Ariel Price, editorial assistant, was most patient in guiding us through the editorial stage, making sure our manuscript was properly organized and all the elements were included. We are most grateful to her. And Laura Barrett, production editor, as well as Amy Schroller, project editor guided us reassuringly through each stage of the production process; we are truly grateful to them as well. To all of you and those at Corwin who assisted in any way to make this book become a reality, we thank you.
The reviewers’ (Julie Duford, Debra Scarpelli, and Michelle Tavenner) constructive and supportive comments were most helpful and encouraging, providing us guidance as we reviewed and revised continuously our manuscript. We are most appreciative.From Rita
I extend a sincere appreciation to my family, colleagues, teachers, and students that I had the good fortune to share my love of mathematics with over the past 50 years. I am especially grateful that they accompanied me on this incredible journey of teaching, learning, and enjoying mathematics. In particular, I am grateful for experiencing the joy on the faces of children and teachers when they experienced those ‘aha’ moments while learning and teaching the important mathematics included in the Investigations in this book.
A very special thank-you to Jack and Jacqui, two very special people in my life, who offered so much love, support, and encouragement while writing this book.
I also express my appreciation to the National Council of Teachers of Mathematics (NCTM) community in the United States and Canada. I am grateful for the opportunities provided by serving on the NCTM board and [Page xi]committees but most of all the learning from all the mathematics teachers that I had the pleasure to meet and learn from as a fifty-one-year member of this professional organization.From Elizabeth
I am most grateful to the many primary and elementary students I have been fortunate to teach and learn from. They demonstrated innately and freely their curiosity and enthusiasm for and engagement in children's books from all literary genres throughout the curriculum. Such joys and involvement in their books inspired me to pursue further studies in the area of children's and adolescent literature. As well, I am deeply thankful to my undergraduate and graduate students who further motivated and challenged me by their eagerness and desire to integrate literature in their curriculum and by sharing their insights related to the importance and power of literature in their students’ lives. To all of them, I am sincerely appreciative and hope that they will continue to enjoy and share their compassion for literature with their students and colleagues.
I express also my heartfelt thanks to the teachers and colleagues I have taught with and learned from and those whom I had worked with through professional development. All have demonstrated their commitment and dedication in assisting young children to discover the importance and power of literature in their lives—as well as its value across the curriculum.
My siblings and their families have been instrumental in providing ongoing love, support, and encouragement throughout my educational and professional journeys. Jim (Glenda) Strong, Pearl (Hugh) Grant, and Percy (Jean) Strong have followed me through each stage of my journeys and celebrated each milestone. To them, I am immeasurably grateful. My nieces and nephews—Jennifer (Christian) Hawn, Christina (Scott) Sutton, and Steven (Lorri) Strong; John (Sherry) Grant, Janet (Andrew) Carpenter, and Timothy Grant; and Christopher and Andrew Strong—have shared with me from the youngest of their years their joys and engagement in all genres of literature and the importance of it in their lives. To them, I thank them most sincerely and will support and encourage them as they continue to value literature in their lives and their children's lives.
Publisher's Acknowledgments[Page xii]
Corwin would like to thank the following individuals for taking the time to provide their editorial insight and guidance:
- Julie Duford, Fifth Grade Teacher
- Polson Middle School
- Winner of the 2004 Presidential Award for Teaching Elementary Mathematics
- Polson, MT
- Debra Scarpelli, Math Teacher
- Slater Jr. High School
- Pawtucket, RI
- Michelle Tavenner, Teacher
- Gahanna-Jefferson Public Schools
- Gahanna, OH
About the Authors
Appendix A (1–4)—Unit I. Counting and Cardinality
Appendix B (1–12)—Unit II. Whole Number and Operations Relationships
Appendix C (1–5)—Unit III. Operations and Algebraic Thinking
Appendix D (1–8)—Unit I V. Operations Within 100/Place Value
Appendix E (1–2)—Duplicated Appendices
Appendix F—Learning Expectations Correlation Chart[Page 158]Appendix A (1)
The Water Hole Investigation: Matching Numeral, Word, and Animal
Complete the following chart:
Numeral Number Word Animal Drawing one 2 four 5Appendix A (2)
5-Frame[Page 159]Appendix A (3)
How Many Snails? A Counting Book Investigation: Language Pattern Chart
Language Pattern Chart[Page 160]Appendix A (4)
Ten Little Fish Investigation: Word Problems
Provide partners with a copy of each of the word problems.[Page 162]Appendix B (1)
Ten Flashing Fireflies Investigation: Fireflies
In the Summer Night In the Jar Equations 10 0 1 2 7 5 4 3 8 1 0[Page 163]Appendix B (2)
Ten Flashing Fireflies Investigation: Make 10
Name: ____________ Date: _____
Complete the equations. Check answers with a partner.
- 4 + ______ = 10
- ______ + 8 = 10
- 5 + ______ = 10
- 2 + ______ = 10
- 10 = ______ + 10
- 1 + ______ = 10
- ______ + 3 = 10
Write each equation as a subtraction equation with the unknown number on the right-hand side of the equation.[Page 164]Appendix B (3)
Ten Flashing Fireflies Investigation: Matching
Name: ____________________ Date: _____
- Choose the letter (A, B, C …) corresponding to the equation in Column 2 that matches the equation in Column 1. Write the letter in the blank in Column 1.
Column 1 Column 2
- 10 − □ = 6____
- 1 + 9 = □ _____
- 2 + □ = 10_____
- 5 + □ = 10 _____
- 3 + □ = 10_____
- 10 − □ = 4_____
- 10 − 8 = □_____
[Page 165]Appendix B (4)
- 10 − 3 = □
- □ + 8 = 10
- 10 − 5 = □
- 6 + □ = 10
- 10 − □= 1
- 10 − 2 = □
- 4 + □ 10
365 Penguins Investigation: Lining Up Tiles
Names: __________ and __________ Date: _____[Page 166]Appendix B (5)
365 Penguins Investigation: Adding Even Numbers
Names: ________ and ________ Date: _____
Complete the following chart:
What do you notice?Appendix B (6)
365 Penguins Investigation: Adding Odd Numbers
Names: _______ and ________ Date: _____
Complete the following chart:
What do you notice?[Page 167]Appendix B (7)
Four 100s Charts[Page 168]Appendix B (8)
Two Ways to Count to Ten: A Liberian Folktale Investigation: How Many?[Page 169]Appendix B (9)
Two Ways to Count to Ten: A Liberian Folktale Investigation: Numbers in Common
Numbers in Common[Page 170]Appendix B (10)
Minnie's Diner: A Multiplying Menu Investigation: How Many Pies?
Name: __________ Date: _____
Complete the chart to show how many each of the other brothers and the father will receive if the following occurs:
[Page 171]Appendix B (11)
- Will orders 2 cherry pies when he first comes in the diner.
- Will orders 3 cherry pies when he first comes in the diner.
- Will orders 4 cherry pies when he first comes in the diner.
- Will orders 10 cherry pies when he first comes in the diner.
Minnie's Diner: A Multiplying Menu Investigation: Double or Add 2
Name: ____________ Date:_____
Which purse would you rather have?[Page 172]Appendix B (12)
How Do You Count a Dozen Ducklings? Investigation: Equal Groups for 12
Name: _____________ Date: _____
Directions: Partners choose 12 counters to represent the ducks. Take turns arranging the counters in as many equal groups as possible. Sketch groupings.
Write corresponding addition and multiplication equations for each grouping[Page 173]Appendix C (1)
Balancing Act/Equal Shmequals Investigation: Balance the Equation
Name: _____________ Date: _____[Page 174]Appendix C (2)
The Tub People Investigation: The Tub People in Two Places
The Tub People in Two Places[Page 175]Appendix C (3)
The Tub People Investigation: The Tub People in Three PlacesName:_________________ Date:_____[Page 176]Appendix C (4)
What's the Difference? An Endangered Animal Subtraction Story Investigation: Endangered Animal Problems These problems may be assigned to children at different times during the year.
Endangered Animal Problems:
With your partner discuss and make a plan for solving each problem. Record solutions, and include drawings, words, numbers, and equation.[Page 179]Appendix C (5)
The Twelve Days of Summer Investigation: Number of Gifts
Name: _________ Date: _____
Complete the following chart:
Day Number of Gifts Total First Second Third Fourth Fifth Sixth Seventh Eighth Ninth Tenth Eleventh Twelfth[Page 180]Appendix D (1)
Centipede's 100 Shoes Investigation: Centipede Word Problems[Page 183]Appendix D (2)
Centipede's 100 Shoes Investigation: Centipede's Cousin Looney
Name: _________ Date: ________
- Choose from the numbers in the box so that the story problem about the centipede's cousin named Looney makes sense.
At _______ o'clock Looney, the centipede, goes to the store to buy ______ shoes.
He wants ______ for the left feet and ______ for the right feet.
When he gets home ______ shoes have laces and the rest have Velcro.
How many have Velcro? ______
[Page 184]Appendix D (3)
- Share and discuss choices of numbers with the whole group.
Centipede's 100 Shoes Investigation: What Is the Question?
What Is the Question?[Page 185]Appendix D (4)
Let's Count (A) Investigation: Representing Numbers in Different Ways
Name: __________ Date: __________
Complete the chart, and check answers with a partner.
Numeral Number Name Drawing with Cubes 16 19 fourteen 12 seventeen 18[Page 186]Appendix D (5)
Let's Count (A) Investigation: Place Value Representations
Name: _____________ Date: ______
Complete the chart and check answers with a partner.
Numeral ____ tens and ____ ones 10 + ____ 16 1 ten and 6 ones 10 + 6 19 1 ten and 1 one 10 + 7 12 1 ten and 8 ones 14 10 + 5 10 1 ten and 3 ones[Page 187]Appendix D (6)
Let's Count (B) Investigation: How Do I Get the Number?
Key the start number into your calculator. Without pressing Clear, get the next number listed in the column on the chart. Tell what you did (added or subtracted and how much) to get it.
Start with 23 This is what I added or subtracted: 33 Example: I added 10. 23 53 73 23 13 113[Page 188]Appendix D (7)
Let's Count (B) Investigation: Riddles
Complete the following riddles:
[Page 189]Appendix D (8)
- I have 73 ones. Who am I?__________
- I have 30 ones and 6 tens. Who am I?__________
- I have 3 tens and 17 ones. Who am I?__________
- I have__________ones. I have 3 tens. My number is 43.
- I have 24 ones and 1 ten. What number do I have?___________
- I have 5 tens and 15 ones. What number do I have?________
- My number is 99. How many more ones do I need to have 100?_________
- I have________tens and 21 ones. My number is 51.
- I have 4 tens and 26 ones. What number do I have?__________
- Write 3 riddles of your own. Have a partner complete them.
Let's Count (B) Investigation: First to Reach 0 or 100
Names ________ and________Date________[Page 190]Appendix E (1)
10-Frame[Page 191]Appendix E (2)
100s Chart[Page 192]Appendix F
Learning Expectations Correlation Chart
This chart presents the correlation between the Investigations’ learning expectations and Common Core State Standards (CCSS) in mathematics and English language arts.
- Mathematics Standards:
Abbreviations for standards are used in the following table, as stated in the CCSS document, e.g., MP1 is the abbreviated form of “make sense of problems and persevere in solving them;” K.CC.3 is the abbreviated form of Kindergarten: Counting and Cardinality Domain, Standard 3.
- English Language Arts Standards:
- L (Language); RL (Reading: Literature); RI (Reading: Informational Text); RF (Reading: Foundational Skills); SL (Speaking & Listening); W (Writing)
- K, 1, and 2 Grade Level
- Specific standard number—that is, 1 is the first standard listed in each English language arts area
- Here is an example: RL.K.1 means Reading: Literature Kindergarten First Standard
[Page 193][Page 194][Page 195][Page 196][Page 197][Page 198][Page 199][Page 200][Page 201][Page 202]
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CORWIN: A SAGE Company[Page 210]
The Corwin logo—a raven striding across an open book—represents the union of courage and learning. Corwin is committed to improving education for all learners by publishing books and other professional development resources for those serving the field of PreK–12 education. By providing practical, hands-on materials, Corwin continues to carry out the promise of its motto: “Helping Educators Do Their Work Better.”National Council of Teachers of Mathematics
The National Council of Teachers of Mathematics is the public voice of mathematics education, supporting teachers to ensure equitable mathematics learning of the highest quality for all students through vision, leadership, professional development, and research.