EXT 3-6 Sampler

Why Use Children’s Literature? This program suggests popular children’s books to be read as an introduction tomany lessons or to use as extension activities. These books are referred to by lesson page number. The NCTMMathematical ProblemSolving Standards state that: “Instructional programs should enable all students to: • build newmathematical knowledge through problem solving; • solve problems that arise inmathematics and in other contexts; • apply and adapt a variety of appropriate strategies to solve problems; • monitor and reflect on the process of mathematical problem solving.” Children’s literature is one of the best ways to build mathematical knowledge through problem solving because it illustrateswheremath is found and how it is used in the real world. Children’s books give students an opportunity to use informal and formal language about mathematics through discussion. They provide studentswith original problems to be solved, ways to practicemental math, and situations to develop problem-solving skills. By introducing amathematical concept with a book, you show the students how that concept is used or needed to solve a problem. This tells the student why that skill is important andwhy theywill need andwant to learn it. When this is accomplished, learningmath becomes easier, more fun, and it makes sense to the student. Selected lessons have an activity that will either Introduce (I) the concept or reinforce the concept in the lesson through an Extension Activity (E). Many of the extension activitiesmay be completed at a learning center. Book Activities Listed by Lesson Page Page 6 Extend - SpunkyMonkeys on Parade, Murphy, Stuart J. What Comes in 2’s, 3’s, & 4’s? Aker, Suzanne Summary: Introduces the numbers two, three, and four, by enumerating theways inwhich they occur in everyday life, from your two eyes and two arms to the four seasons of the year. Activity: Make your own class book or bulletin board titled, “What comes in 5’s, 6’s, & 7’s?” Assign each student one of the numbers to illustrate. At the bottom of the page have the student use their hundreds chart to help themwrite the first five terms in the sequence. Page 20 Introduce - Reese’s Pieces Count by Fives, Pallotta, Jerry Summary: Different kinds of trucksmovingReese's Pieces show how to count to 100 by five. Activity: Use Reese’s Pieces candy or unit cubes to have the students act out the story as you read it. Make a table to show howmany candies you havewith each additional group of five. List other things that come in 5 or 2. Have students choose onewithwhich tomake a table. Theymay also illustratewith a picture. Page 37 E - Eating Fractions, McMillan, Bruce Summary: This book shows photographs of various foods in their entirety and then how they look divided into equal parts. (halves, thirds, fourths) Activity: After reading the story, give each student a small paper plate or circle. Have them use their crayons to turn the paper plate into their favorite kind of pizza. Next have each student fold and then cut their pizza into different equal parts: halves, thirds, fourths, fifths, sixths, eighths, and tenths. Have each student come to the front of the class to show one piece of their pizza and tell what part of thewhole it represents. Finally, have 2 students come Groupsof 5 No. of Candies 1 5 2 10 3 15 4 5 Read toMe 4ETeacherManual Foreword xii 28 UniversalAccessStrategies Read toMe Popular children’s storieswithmathematic themes introduceor extendmath concepts. These stories engage students as they have the chance to seemath in the real worldand talkabout it indifferentways. Activities related tomany stories are listed in theForeword.