EXT K-2 Sampler

29 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. Why Use Children’s Literature? This program suggests popular children’s books to be read as an introduction to the lesson or to use in follow-up activities. These books are listed below by lesson and page number. The Common Core State Standards forMathematical Practice state that students should be able to: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model withmathematics. 5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for andmake use of structure. 8. Look for and express regularity in repeated reasoning. 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. It gives them a reason to attend to precision, look for and make use of structure and help them to look for and express regularity in repeated reasoning. When this is accomplished, learningmath becomes easier, more fun, and it makes sense to the student. In an effort to help the teacher use children’s literature selections effectively and in the easiest way possible, key book activities have been included. These appear directly after the lesson and page numbers listed below. Many of the suggested activities could also be usedwith any book that covers the objective. Most 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 activities may be completed at a learning center. Books by Lesson Lessons 2 and 3 Pages 1–8 I - Activities to be usedwith any counting book: 1. Pass counters out to the students. As you read the story have the students show you one counter, two counters, etc., and continue until the end of the story. (Lesson 2) 2. Give each student a number stair or number line and have themmove their finger along as you read the story. (Lessons 2 and 3) 3. Show the students a page from a counting book and have them tell you a number greater or less than that number. Give each student a dry erase board and have themwrite the number sentence using a less than or greater than sign that describeswhat they found. (Lesson 2) 4. After reading a counting book, have the students tell youwhat you counted first, second, etc. Theymay use number word cards to show you as you read the story again. (Lesson 2) 5. Pass base ten blocks out to each student or student pair. Have them show you the number represented in the book. When you get to numbers larger than ten, theymust regroup and trade their ten ones in for one ten. (Lessons 2 and 3) Read toMe Read to Me 2ETeacherManual Foreword xii