Count on children’s books to build number sense!
Math and reading go hand in hand, especially among 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 learning, it provides 22 ready-to-use lessons—all aligned to the Common Core Standards for Math and ELA.
Inside you’ll find
- 22 interactive, research-based mathematics investigations
- High-quality children’s book selections
- Reflection and discussion questions and prompts for both teachers and students
- Children’s work pages and formative assessment tools
- An online facilitator’s guide
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About the Author
Rita Janes has spent a lifetime as a teacher. She taught at all levels of schooling, including the teaching of mathematics and mathematics education for pre-service teachers. She served as mathematics professional development consultant at the district level with responsibilities from kindergarten to grade 12. In recent years she has been facilitating workshops on mathematics instruction with teachers and school districts across Canada and the United States. She has a special interest in supporting teachers as they strive to integrate the NCTM Process Standards and the CCSS Standards for Mathematical Practice into the content of elementary mathematics programs, helping to make these programs come alive in the classroom.
Rita promotes the use of rich problem solving tasks, mathematical discourse and the posing of good questions to ensure inquiry-oriented classroom environments for all children. Observing how young children are more successful learners of mathematics when it is presented in a familiar context, she finds great success in using children’s literature as this context.
Rita has served on the Board of Directors of National Council of Supervisors of Mathematics (NCSM); the National Council of Teachers of Mathematics (NCTM); Chair of the NCTM Professional Development Services Committee; Chair of NCTM Affiliate Services Committee; Member of NCTM Educational Services Committee; President of Newfoundland and Labrador (NLTA) Mathematics Council; President of the NLTA Elementary Teachers Council; and Editor of Teaching Mathematics (an NLTA publication).
Elizabeth Strong is first and foremost a teacher. Her career began as a primary/elementary teacher, then elementary school administer, school district primary education coordinator and university professor. Elizabeth’s professional journey has focused mainly on literacy, language arts, and children’s literature. She has been and continues to be an International, National, Provincial, and Regional professional development presenter and facilitator of topics related to these areas. However, of late, her main focus is effectively using children's literature in the classroom to encourage young children to discover and explore the delights in books of all genres and to support, extend, and enrich all areas of the curriculum.
Elizabeth has served on the International Board On Books for Young Children; the Canadian Children’s Book Centre: Our Choice Committee; the Prime Minister’s Awards for Teaching Excellence in Science, Technology, and Mathematics Committee; and Canadian Association for Young Children. She has been a member of the Journal of the Early Childhood Education Council, the College of the North Atlantic Early Childhood Education Committee, International Reading Association and a member of and reviewer for the Journal of the National Council of Teachers of English, as well as the President of the Newfoundland Teachers Association Reading Council.
Table of ContentsPreface
About the Authors
I. Here's the Story: Fundamental Components for Developing Number Sense Using Children's Literature
1. The Young Child and Mathematics
Why Mathematics for Young Children?
Learning Mathematics in the Early Years
2. The Learning Environment
Features of the Learning Environment
3. Why Integrate Children's Literature and Mathematics?
Children's Literature and Learning Mathematics
Reasons for Integrating Children's Literature and Mathematics
4. Essential Features of the Investigations
Design of Investigations
Supporting Children's Learning
5. Design of the Investigations
Stages of Investigations
The Six Stages
II. Children's Literature and Number Sense Investigations
Unit 1: Counting and Cardinality
Cardinal Numbers 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 2: 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 Conrad)
Equal Groups - How Do You Count a Dozen Ducklings? (Sean Chae)
Unit 3: 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)
Add Within 20 - The Tub People (Pam Conrad)
Subtraction Within 20/Word Problems - What's the Difference? An Endangered Animal Subtraction Story (Suzanne Slade)
Add Two or More Addends - The Twelve Days of Summer (Jan Andrews)
Unit 4: 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 & Jeff Sayre)
Addition and Subtraction Within 100/Word Problems - The 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)
Appendix A (1-4) - Unit 1: Counting and Cardinality
Appendix B (1-12) - Unit 2: Whole Number and Operations Relationships
Appendix C (1-5) - Unit 3: Operations and Algebraic Thinking
Appendix D (1-8) - Unit 4: Operations Within 100/Place Value
Appendix E (1-2) - Duplicated Appendices
Appendix F - Learning Expectations Correlation Chart
Bibliography of Children's Literature for the Investigations