RM Winter 2017 FINAL

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Reading Matters
Teaching Matters
Reading Matters | Volume 17 • Winter 2017 | | |43|
each time change within the story. When students are practicing
using clocks, it is important that the teacher or assistant monitors
students as they move the clock to make sure that their settings
are correct. Once students have had some experience working
with manipulating the clocks, they can make their own Grouchy
Ladybug clock. The template for making the clock can be found at
Additional math activities (and other subjects)
relating to this adorable book can be found on Pinterest, as well.
Linear Measurement
How Big is a Foot? by Rolf Myller (1990) is about a king
who wants to have a bed built for this queen. He walked the
perimeter of the rectangle in the space where the queen
lay in order to have the measurements for her new bed. The
apprentice had a smaller foot than the king, so the bed was
too small. The problem is solved when the apprentice makes
a sculpture of the king’s foot in order to measure properly.
There are several places in the story where students have an
opportunity to problem solve. First, when the king wonders how
big to make the bed, students can identify a variety of ways to find
the right size. When the bed is too small and the apprentice must
find a solution, another opportunity arises for students to problem
solve. In both cases, some students will go directly to standard
forms of measurement whereas others will come up with less
conventional ways (non-standard measurement). Small groups can
determine a solution, and each group can share with the class.
In order to actively engage students in arranging items from
smallest to largest, each student can work with a partner and
trace around each other’s foot (with the shoe on) on construction
paper, and then, students cut out their paper foot. After that,
students arrange the paper feet side by side from smallest to
largest. Further develop this activity by having each student
measure their paper foot with non-standard (i.e., paper clips or
gummy bears) and standard units of measurement. The unit
of measurement should be appropriate for the grade level
and the standards being taught. If the topic is US customary
measurement, some students may measure to the nearest inch,
half inch, quarter inch, eighth inch depending on the level of the
student. If the topic is using metric measurement, a centimeter
is a reasonable unit for linear measurement for small items.
Additionally, students can trace the foot on a square centimeter
grid or square inch grid to determine the area. The next higher
level of thinking requires students to sketch a rectangular bed
using square grid paper when given specific linear measurements
and then to determine the area (i.e., 6 feet long and 3 feet wide
renders an area of 18 square feet, or 5 feet long and 4 feet wide
renders an area of 20 square feet, etc.). Finally, it is beneficial
to provide closure by asking a question such as, “Why do you
think the ruler was invented?” Students should demonstrate an
understanding that a standard unit of measurement is necessary
so that everyone has the same concept of specific lengths.
Measuring Circles
Sir Cumference by Cindy Neuschwander (1997) tells the
story of King Arthur and his knights. The meetings they held
were so long that King Arthur became hoarse from speaking
loudly to be heard at the other end of the table, so he
asked for the table to be redesigned. Designers experiment
with several different shapes as vocabulary is introduced
throughout the story. Finally, the round table came to be.
After the story, give students different cylindrical shapes (cans
of different sizes work well). Allow students time to explore with
string and a ruler to investigate any relationships between the
diameter and the circumference of the cylinders. Direct students
to measure the diameter of the cylinders and make predictions
about the circumference. Students can record their predictions
and mark which ones they predicted the closest. At some point,
students will begin to realize that the circumference is a little
more than three times the diameter (i.e., 3.14 to be exact).
Fractions
Full House by Dayle Ann Dodds (2007) is a colorfully illustrated
book about Miss Bloom who’s Strawberry Inn has six rooms.
When she is there alone, she uses 1/6 of the bedrooms. This
delightful rhyming format follows the arrival of each guest as
the house fills to 6/6 and ends with a midnight pizza party.
In this activity, each child (or partners) has one circle of
fraction pieces broken into sixths and separated as the story
begins. Miss Broom is the only person at the inn, so students
will place one fraction piece (1/6) in the circle. As each guest
arrives and the fraction is named in the book, the students
place an additional 1/6 in the circle until all six pieces are in
place, making one whole. On the last page, have the students
demonstrate what happened by removing five of the six pieces
leaving the one piece for Miss Broom. The teacher should allow
students time to explore with their own full set of fraction circles,
investigating greater/less than and equivalency. Once the story
is finished and students have had an opportunity to explore,
students create their own fraction story. Dayle Ann Dodds has
designed a Common Core aligned literacy-based set of lessons
and activities to accompany this book, and it can be accessed
through by searching for the author.
Conclusion
It is necessary to engage students in mathematics
instruction, but this may be difficult to do at times. Integrating
books into mathematics instruction is one way to engage
students and to develop their understanding of real-life
applications of mathematics. We have provided suggestions
for planning and using children’s literature to support learning
mathematics that we hope will be helpful for teachers.