Read and Respond Examples

Children’s Literature, My Even Day, Doris Fisher and Dani Sneed

1. Summary: This is a rhyming book that recollects the experiences of an infant who, upon waking up, notices everything in his day to be even, from having two mothers to visiting the zoo with pairs of every animal. It presents the notion of even numbers and demonstrates how it is used in mathematics.

2. Grade Level: This story is suitable for students in grades 1 to 3 who are learning about even and odd numbers, skip counting, and basic multiplication.

3. Math Content Standards: Some of the math content standards that could be addressed with this story are:

• • CCSS. Math. Content 1.0A C5- these tasks relate counting with addition and subtraction (e g before­ adding on other number counts it).

• CCSS.Math.Content.2.OA.C.3 Test whether a collection of things up to 20 members is an odd or even number, for example, by partnering the objects or counting them in pairs; represent this as equal to two addends. CCSS.Math.Content.3.OA.A.1 Interpret products of whole numbers, e.g., interpret 5 × 7 as the total number of objects in 5 groups of 7 objects each.

• CCSS.Math.Content3-OA D 9 Identify patterns in the [addition table or multiplication table] and describe them using properties of operations

4. Math Practice Standards: Some of the math practice standards that could be addressed with this story are:

• CCSS.Math.Practice.MP1: To learn how to understand problems and stick at problem-solving.

• CCSS. Math, Practices of MP 3 Construct viable arguments and rebut the reasoning by others.

• Model with mathematics in CCSS.Math.Practice.MP4

• CCSS. Math. Practice MP7 Recognize and Apply Structure

5. Activity: One possible activity based on this book is to have students create their own even-day stories using illustrations and sentences that include even numbers. For instance, a student could state in his writings, "I had two pancakes for break gave wash as lived on drawings of qualified considerably the same amount lumped pancakes that contain plates. The students could then tell their stories to the class when comparing various categories using even numbers. The teacher could also pose questions to assess the student’s comprehension of even numbers; these can be as follows, “By what means do you recognize that this figure is a simple number?” or continue reading. The option to empower your staff's obligations concerning different teachers has been introduced in conjunction with each school's childhood, where there are various instructors’ appointments. 

Children's Literature: Minnie’s Diner a Multiplying Menu

https://www.youtube.com/watch?v=-t4mmOacKqY

• Write a summary of the children’s book?

This story was about the five McFay brothers and their dad who needed to do work on the farm. The dad told them they weren’t allowed to eat until their work on the farm was done. Instead of doing their work the boys went to Minnie’s diner one by one and ordered double the last brother. The order went from 1, 2, 4, 8, and 16. By the end the dad found out that they were all at the diner, and when he went he got 32 orders of food. Then they had to close the diner for the day.

• What grade level do you think would benefit from this story?

I think this story would be good for second grade because that is when they start learning how to use multiplication. It could also be good for third grade for right when they come back from summer break as a small refresher to multiplication.

• What math Content Standards could you address with this story? (Why?)

I think that this story goes best with 2.0A Operations and Algebraic Thinking. I think this because it is all about learning how to multiply by two. All of the numbers used in the story are multiples of two, and they can learn what a factor is by breaking down the problem to find the factors. The students are learning how to apply algebraic thinking to everyday life. 

• What Math Practice Standards. (Why?)

#1 Make Sense of Problems and Persevere in Solving them, #2 Reason Abstractly and Quantitatively, #4 Model with Mathematics, #7 Look for and Make Use of Structure, and #8 Look for and Express Regularity in Repeated Reasoning. I believe that these all apply to the story because from the story students can make sense of the problems explained, reason with the story, model the mathematics at hand, look for the structure in the story, and try to find repeated reasoning.

• Think of and describe an activity you could do with a group of students based on this book. (This does not need to be a lesson plan, just a general idea.) 

I think a really good activity for the kids would be to use actual food and learn how to multiply it by two for the next person. The class would learn that doubling the amount doesn’t mean having two servings, but doubling every single time for each person. I could even use fake food if there are allergies, or risks of using real food.