NCCTM 2014 Conference Presentation

1. Math + Literature
=
A Perfect Match
Rachel Eure
Roanoke Rapids Graded Schools
eurer.mann@rrgsd.org
Myrna Goldberg
Northampton County Schools
goldbergm@northampton.k12.nc.us

2. http://tinyurl.com/literature-math

3. BBuutt iissnn’’tt tthhiiss MMAATTHH ccllaassss????
• Real-world contexts can give students
access to otherwise abstract mathematical
ideas. Contexts stimulate student interest
and provides a purpose for learning. When
connected to situations, mathematics
comes alive. Contexts can draw on real-world
examples.

4. BBuutt iissnn’’tt tthhiiss MMAATTHH ccllaassss????
• Communication is essential for learning.
Having students work quietly-and by
themselves-limits their learning
opportunities. Interaction helps children
clarify their ideas, get feedback for their
thinking, and hear other points of view.
Students can learn from one another as
well as from their teachers. Communication
in math class should include writing as well
as talking.

5. Ways to use literature in the mmaatthheemmaattiiccss ccllaassssrroooomm ttoo
eennhhaannccee ssttuuddeennttss’’ lleeaarrnniinngg eexxppeerriieenncceess::
•To provide a context or model for an activity with mathematical content
•To introduce manipulatives that will be used in varied ways (not necessarily as
in the story)
•To inspire a creative mathematics experience for children
•To pose an interesting problem
•To prepare for a mathematics concept or skill
•To develop or explain a mathematics concept or skill
•To review a mathematics concept or skill

6. The 8 Mathematical Practices
of Common Core Standards
• Make sense of problems and persevere in solving them.
• Reason abstractly and quantitatively.
• Construct viable arguments and critique the reasoning of
others.
• Model with mathematics.
• Use appropriate tools strategically.
• Attend to precision.
• Look for and make use of structure.
• Look for and express regularity in repeated reasoning.

8. “Math Curse”
Create a word problem that could be solved
by dividing a three digit dividend by a two
digit divisor.
Estimate the answer to your problem.
Explain your strategy.
Solve your problem. Show your thinking.
Use a different method of solving your
problem to check that your answer is
accurate. Explain your strategy.

10. “The Wishing Club”
Twin eight-year-olds were needed in the
story when the children wished for a pig.
Can you think of any other combinations
of ages in a family that would have
allowed them to make a wish and get a
complete animal? Explain your thinking.
What strategy did you use to solve this
problem. Why?

11. “The Wishing Club”
What would happen in this situation if the family
had children of different ages who wished on the
magic comet? For example, if there were three
children in the family aged two, five, and ten and
they wished for a one hundred piece jigsaw
puzzle, how many pieces of the puzzle would
they get in total? What combination of ages
would they need to get a complete jigsaw
puzzle?
Explain your thinking and the strategy you used to
solve this problem.

13. “A Remainder of One”
Choose one of the following numbers: 18,
24, or 30.
What about if there were this many bugs
lining up to march past the queen? How
many different ways could they line up in
equal rows so that Joe wouldn’t be left as
the remaining bug?
Use pictures, numbers, and/or words to
show how you solved the problem.

15. “The Greedy Triangle”
1. Work with a partner. Use one rubber band to
make a quadrilateral on your geoboard.
2. Record your quadrilateral on geoboard paper.
3. Make and record as many different
quadrilaterals as you can.
4. Cut out your quadrilaterals and sort them by
the number of pairs of parallel sides they have.
5. Paste your groups onto a sheet of paper.
Name each group.

17. “Hampster Champs”
Work with a partner. Sit side by side with a divider standing
between you.
Player 1: Using a protractor draw and label an angle in
each space on your grid without letting your partner see
your work.
Player 1: Give instructions to your partner on how to draw
angles to match your grid. Use the names and measures
of the angles, along with the positional language to
describe where to place them.
Remove the divider and look at the two grids to see how
closely the match.
Swap roles and play again.

19. “Give Me Half”
Fold and cut your paper pizza into two equal
slices (halves).
Use your pencils or crayons to draw a
different topping on each slice of your
pizza.
If you cut the pizzas into four equal slices
(quarters) would the pieces be the same
size, smaller, or larger than the two slices?
Explain your thinking.

21. “Among the Odds & Evens”
Work with a partner. Investigate whether the sum
is even or odd when you add the following:
odd number + even number
odd number + odd number
even number + even number
Try at least ten pairs of numbers for each
investigation.
Explain your findings?
When might this information be useful?

23. “The Doorbell Rang”
Choose one of the following numbers: 16, 24, or
32.
Suppose you had this number of cookies. How
many friends could you share them with so that
you all had the same amount?
Show as many different solutions as you can. Use
pictures, numbers, or words to explain your
thinking.
How do you know that you have found all the
possible solutions for the number you chose?

25. “Measuring Penny”
Work with a partner. Select five small classroom
objects to weigh on the balance scales.
Measure each object twice, first using paper clips
and then using grams (g).
Record your findings in a three column table with
the headings: Object, Non-Standard Unit (Paper
Clips), Standard Unit (grams).
Record three comparative statements about your
data.

27. “Spaghetti and Meatballs for All”
You have been asked to design an enclosure for a zoo
animal with an area of 40m squared. You need to
consider:
- What type of animal are you designing the enclosure
for?
- What shape will the enclosure be?
- What other features need to be included in the
enclosure?
Draw two possible enclosures. Be sure to include
measurements.
Which enclosure do you think would be most suitable for
the zoo animal you chose? Explain your reasoning.

29. “Amanda Bean’s Amazing Dream”
Which has more chairs – 8 rows of 2 chairs
or 3 rows of 6 chairs?
Which has more books – 7 shelves with 4
books on each shelf or 6 shelves with 5
books on each shelf?
Use pictures, numbers, or words to explain
your thinking.
Write and solve your own “Which has
more?” problem.

31. “If You Made A Million”
Work with a partner to solve the following
problems:
Which would have more money:
a.) a stack of pennies that is 1 inch tall or a row
of pennies that is 1 foot long?
b.) a stack of nickels that is 1 inch tall or a row of
nickels that is 1 foot long?
c.) a stack of dimes that is 1 inch tall or a row of
dimes that is 1 foot long?
Record your findings in a table and write about
what you notice.

33. “100 Hungry Ants”
Choose one of the following numbers: 12, 24, or
36
Suppose that there were this number of ants
going to the picnic. How many different ways
could the ants arrange themselves into equal
rows?
Draw an array and write a number sentence for
each solution that you find.
How do you know that you have found all the
possible solutions for the number that you
chose?

35. “Each Orange Had 8 Slices”
Choose your favorite problem and solve the
number story and explain your thinking.
Write two number sentences of your own
like the ones in the book.
Include an illustration and solution for each
number story that you write.

37. “What Comes in 2’s, 3’s & 4’s?”
Choose a number from 1 – 12. Generate a list of
items that come in that number as a set.
Color on a 100’s board all the multiples of that
number.
Using your list, create word problems that use
those items. Explain your thinking using pictures,
numbers, or words.
Check your answer using the 100’s chart.
*A multiplication book may be created for the class
or for individuals.

39. “A Place For Zero”
Zero learns that Count Infinity can easily make
new numbers in his machine, the Numberator.
When he puts in two ones, he gets a new two.
Generate some ways that Zero can help Count
Infinity get the same number as he puts in?
Generate some ways that Zero can help Count
Infinity get zero?
Use pictures, numbers, and/or words to show your
thinking.

41. Math Literature Series
• Math Start by Stuart Murphy
• Pigs series by Amy Axelrod

42. Why Literature in Math?
Literature is effective for :
• teaching students important and basic
math concepts and skills.
• motivating them to think and reason
mathematically.
• engaging them in problem solving.
• building an appreciation for both
mathematics and literature.

43. HHeellppffuull WWeebbssiitteess
• http://letsreadmath.com/math-and-childrens-literature/
• http://new-to-teaching.blogspot.com/2011/10/math-read-alouds.html
• http://www.studentreasures.com
• http://store.aimsedu.org/aims_store/literature-links
• http://www.studentreasures.com
• http://www.livingmath.net/ReadersbyConcept/tabid/268/Default.aspx
• http://teachers.redclay.k12.de.us/pamela.waters/math/literature.htm
• http://fcit.usf.edu/math/resource/bib.html
• http://teacher.scholastic.com/reading/bestpractices/pdfs/mbmath_TitleList.p
df (book list by concept/skill)
• http://teacher.scholastic.com/reading/bestpractices/movies/popup_MB_1.ht
m
• http://teacher.scholastic.com/reading/bestpractices/movies/popup_MB_2.ht
m

44. •http://mathsolutions.com/qa-effective-math-instruction-using-childrens-literature/
•http://mathsolutions.com/documents/2005_Teach_Math_Article.pdf
•http://www.teachhub.com/using-children%E2%80%99s-literature-motivate-math-
lessons
•http://www.naeyc.org/files/yc/file/200301/MathGames.pdf
•http://mathwire.com/literature/litmoney.html
•http://mathwire.com/literature/literature.html check out
•http://mathwire.com/money/nameworth.pdf use with chrysanthem
•http://www.sanchezclass.com/curriculum/Math%20Literature
%20Connections.pdf good booklist with standards

45. Remember to….
• Emphasize children’s reasoning.
• Ask students to communicate their
thinking and solutions.
• Encourage discussions among students.