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# New text set

## by kjolin1 on Dec 07, 2010

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• Although it may be hard for you to believe, all of us adults used to bestudents just like you are now. This includes me! I know when I was astudent in your shoes math didn’t always come easy to everyone, againincluding me! While some students just “get it” others may need a littlebit more time to understand the basics. And as much as you might wantit to, math won’t just go away as your get older! It will always bearound building and building upon what you have already learned. This iswhy I know it is so important for you to learn multiplication and startto see and understand some of its applications or uses. If you do this,when you are done with 4th grade and move on to 5th, you will have yourtimes tables memorized and will feel confident that you are ready tobuild upon your math skills.A lot of students don’t like math because they often approach it fromthe same way, usually with a worksheet. So if you are having a hardtime understanding the concept from one angle, no matter how manyworksheets you do, you will probably still have difficulty with it. Inthis text set I have provided you with literature as an alternative wayfor you to visually see and work with multiplication and apply it tosituations where it will be useful. I hope you enjoy all these texts inthis set and more importantly I hope you give yourself the opportunityto learn multiplication and gain the confidence you need to tackle allthe math the future holds! Good luck! You can do it!Kristin RodriguezSomeone who’s been there too!
• Math Science English, Language Arts, and writing2.4 B represent multiplication and 3.2 B collect and record data 3.1 Reading/Fluency. Studentsdivision situations in picture, by observing and measuring, read grade-level text withword, and number form using the metric system, and fluency and comprehension. using descriptive words and Students are expected to read numerals such as labeled aloud grade-level stories with drawings, writing, and fluency (rate, accuracy, concept maps; expression, appropriate phrasing) and comprehension2.4 C recall and apply 3.2 C construct simple 3.3A summarize and explainmultiplication facts through 12 x tables, charts, bar graphs, the lesson or message of a work12; and maps using tools and of fiction as its theme; and current technology to organize, examine, and evaluate data;2.4 D use multiplication to solve 3.2 D analyze and interpret 3.4 Reading/Comprehension ofproblems (no more than two digits patterns in data to construct Literary Text/Poetry. Studentstimes two digits without reasonable explanations understand, make inferencestechnology); based on evidence from and draw conclusions about the investigations structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).2.6 A use patterns and 3.2 F communicate valid 3.11 A summarize the main idearelationships to develop conclusions supported by and supporting details in text instrategies to remember basic data in writing, by drawing ways that maintain meaning;multiplication and division facts pictures, and through verbal(such as the patterns in related discussion.multiplication and division numbersentences (fact families) such as9 x 9 = 81 and 81 ÷ 9 = 9)2.6 B use patterns to multiply by 3.13 A determine the sequence10 and 100 of activities needed to carry out a procedure (e.g., following a recipe);2.11 A estimate and use 3.16 A write imaginative storiesmeasurement tools to determine that build the plot to a climaxlength (including perimeter), area, and contain details about thecapacity and weight/mass using characters and setting;standard units SI (metric) andcustomary2.11 B perform simple conversions 3.17 Writing. Students writebetween different units of length, about their own experiences.between different units of Students are expected to writecapacity, and between different about important personalunits of weight within the experiences.customary measurement system4.14 A identify the mathematicsin everyday situations
• Annotated BibliographyAn V. “Get Some Sleep!” TIME FOR KIDS. 8,October, 2010. Vol#16 Issue #5.http://www.timeforkids.com/TFK/teachers/ns/article/0,27972,2023284,00.htmlAnno, Ma., & Anno, Mi. (1983). ANNO’S MYSTERIOUS MULTIPLYING JAR. NY. PhilomelBooks.Davidson, L.L. “Biggest Chocolate Bar Ever.” SCHOLASTIC NEWS online. 27, September2010. http://www2.scholastic.com/browse/article.jsp?id=3754967&FullBreadCrumbHutchins, P. (1986). The Doorbell Rang. NY: Greenwillow Bookshttp://mathplayground.com/ (2008).Mathews, L. (1990). BUNCHES AND BUNCHES OF BUNNIES. NY. DOD,MEAD &COMPANYMr. R. (2009). My Dog, Multiplication. “Mr. R’s World of Math.” http://mathstory.com/Poems/mydogmul tiplication.aspxMr. R. (2009). Multiplying by Hen. “Mr. R’s World of Math.”http://mathstory.com/Poems/multiplybyhen.aspxPetti, W. Copyright 2000-2010. http://www.mathcats.comSchwartz, D. (1993). How Much is a Million? NY: Lothrop, Lee & Shepherd Books.Schwartz, D. (2003). MILLIONS RO MEASURE. NY. Harper Collins.Tang, G. (2002). The Best of Times. NY. Scholastic Press.
• Book: Anno, Ma., & Anno, Mi. (1983). ANNO’S MYSTERIOUS MULTIPLYING JAR. NY.Philomel Books.Genre: Juvenile FictionSynopsis: This book is about a jar. This mysterious jar appears to have water inside, butwhen you look closer there is actually a whole sea inside. In that sea there is an island.On that one island there are two countries. On each of those two countries there aretwo mountains. On each of these mountains (six in total) there are four kingdoms. Thispattern continues throughout the story. Once the final item is reached, it is up to readerto find out how many in total of the item are there? The second half of the book goesback to the beginning and walks through the story again, only this time showing themath step by step so you can find the answer.TEK: Math: 2.4 B, 2.4 C, 2.4 D, 4.14 B, 4.14 C, 4.14 D. English, Language Arts, andReading: 3.16 A.Reading Strategy: Interactive read aloud. (Teacher) Read the book aloud to thestudents. Although it may appear simple, the students may need help comprehendinghow the multiplication follows through all the steps of the story. Walk then through andexplain step-by-step after you have read through the book once.Additional Activity: (Student) Create your own “multiplying jar.” Write a story using thesame multiplying principles used in the book. Be creative. Your story can start with anyenclosed object you choose, jar, box, jug, basket, etc. and can end wherever youchoose. Include at least 10 steps in your story and show the math at the bottom of thepage along the way.
• Teacher Tidbit: You could use the additional activity as a reading/writing lesson andcomplete it together as a class or in groups. Each group could create their own bookwith drawings on large paper and everyone could present it to the class uponcompletion.