**COURSE TITLE:**

**USING CHILDREN’S BOOKS IN MATH**

**NO. OF CREDITS:**

**6 QUARTER CREDITS[semester equivalent = 4.00 credits]**

WA CLOCK HRS: OREGON PDUs: |
6060 |

**INSTRUCTOR:**

**Lawrence Rzeznikldrez1@optonline.net**

**COURSE DESCRIPTION:**

Studies have shown that there is a connection between mathematics and reading. This course will help Pre K–3rd grade teachers incorporate and combine these two skills in a manner that is fun and meaningful to their students. When math is presented in such a manner it allows students to more easily make connections and therefore more easily be internalized. This class can be easily modified to fit the needs of any K-3 language or math program. Participants will be encouraged to use books that they already use in their classrooms as well as books that are easy to locate at their local or school libraries.

**REQUIRED TEXT**

In association with Amazon, you may purchase this text by using the link provided.** ****Click on the book picture below. **

**LEARNING OUTCOMES:** Upon completion of this course, participants will have:

Upon completion of this course, participants will have:

- Studied/reviewed the relationship between reading and math in the curriculum.
- Studied/reviewed curricular design and practices that result in integration of reading across the math curriculum.
- Reviewed personal classroom curriculum to create a list of content to help in determining type of math examples needed.
- Explored current classroom texts as well as new ones to help locate books that can be incorporated into the math classroom.
- Reviewed and designed lesson plans to help integrate reading based math activities that are aligned with state math standards.
- Be able to identify activities that can be used across the curriculum

**COURSE REQUIREMENTS:**

Completion of all specified assignments is required for issuance of hours or credit. The Heritage Institute does not award partial credit.

**HOURS EARNED:**

Completing the basic assignments (Section A. Information Acquisition) for this course automatically earns participant’s their choice of CEUs (Continuing Education Units), or Washington State Clock Hours or Oregon PDUs. The Heritage Institute offers CEUs and is an approved provider of Washington State Clock Hours and Oregon PDUs.

**UNIVERSITY QUARTER CREDIT INFORMATION**

**REQUIREMENTS FOR UNIVERSITY QUARTER CREDIT**

Continuing Education Quarter credits are awarded by Antioch University Seattle (AUS). AUS requires 75% or better for credit at the 400 level and 85% or better to issue credit at the 500 level. These criteria refer both to the amount and quality of work submitted.

- Completion of Information Acquisition assignments 30%
- Completion of Learning Application assignments 40%
- Completion of Integration Paper assignment 30%

**CREDIT/NO CREDIT (No Letter Grades or Numeric Equivalents on Transcripts)**

Antioch University Seattle (AUS) Continuing Education Quarter credit is offered on a Credit/No Credit basis; neither letter grades nor numeric equivalents are on a transcript. 400 level credit is equal to a "C" or better, 500 level credit is equal to a "B" or better. This information is on the back of the transcript.

AUS Continuing Education quarter credits may or may not be accepted into degree programs. Prior to registering determine with your district personnel, department head or state education office the acceptability of these credits for your purpose.

**ADDITIONAL COURSE INFORMATION**

**REQUIRED TEXT**

Robb, Laura, *Teaching Reading in Social Studies, Science, and Math*, Scholastic Professional Books, 2003, 384 pages, ISBN 0-439-17669-7

None. All reading is online.

**MATERIALS FEE**

The text Teaching Reading in Social Studies, Science, and Math, is approximately $5 used from Amazon.

**QUALIFICATIONS FOR TEACHING THIS COURSE:**

**Lawrence** **Rzeznik,** **M.S.**; **B.S.**

Larry received his degrees in Biology and Education from S.U.N.Y. Geneseo. He has been a high school science teacher for since 1999. He was an adjunct biology and chemistry instructor for nursing colleges for one year.

Larry created curriculum for animal behavior, environmental biology, general biology, and forensics science courses. He is currently involved in creating various professional development courses, as well, as participating in graduate courses to stay up to date on current topics.

**BIBLIOGRAPHY**

**USING CHILDREN’S BOOKS IN MATH**

**USING CHILDREN’S BOOKS IN MATH****
BIBLIOGRAPHY**

** **

**Kaczmarski, Kathryn**, *Exploring Math With Books Kids Love*, Fulcrum Resources, Golden Colorado, 1998, 186 pages, ISBN: 1-55591-960-X

This book provides classroom teachers, home-schooling parents, and teachers of gifted and talented students with a rich resource for integrating math and literature.

**Kaye, Peggy**, *Games for Math,* Random House of Canada Limited, Toronto, 1987, 236 pages, ISBN: 0-394-54281-9 and 0-394-75510-3

This book contains a plethora of activities for a wide variety of youth math content. The book includes varies activities in counting, adding, subtracting, size, multiplication, division, the number system and more.

**Miller, Donalyn****,** *The Book Whisperer*, Jossey Bass Publishing, San Francisco, California, 2009, 227 pages, ISBN: 978-0-470-37227-2

The Book Whisperer will help teachers support students of all levels on their path to reading success.

**Neuschwander, Cindy, ***Sir Cumference and the First Round Table:* *A Math Adventure*, Charlesbridge, 1997, 32 pages, ISBN: 1-57091-160-6 and 1-57091-152-5__ __

A great children’s book that tells a enchanting story while teaching about the relationship between a radius, diameter, and a circumference.

**Neuschwander, ***Cindy, Sir Cumference and the Sword in the Cone***: ***A Math Adventure, *Charlesbridge, 2003, 32 pages, ISBN: 1-57091-600-4 and 1-57091-601-2

A great children’s book that tells an enchanting story while teaching about cones.

**Neuschwander, ***Cindy, Sir Cumference and the Great Knight of Angleland***: ***A Math Adventure, *Charlesbridge, 2001, 32 pages, ISBN: 1-57091-170-3 and 1-57091-169-X

A great children’s book that tells a enchanting story while teaching about angles.

**Neuschwander, ***Cindy, Sir Cumference and the Dragon of Pi***: ***A Math Adventure, *Charlesbridge, 1999, 32 pages, ISBN: 1-57091-166-5 and 1-57091-164-9

A great children’s book that tells a enchanting story while teaching about the relationship of circumference, diameter, and pi.

**Robb, Laura**, *Teaching Reading in Social Studies, Science, and Math*, Scholastic Professional Books, 2003, 384 pages, ISBN 0-439-17669-7

The author of this book is a k-8 teacher who is very active teaching development workshops, speaking at national conference, and teaching. The book contains practical teaching strategies as well as student examples which will help enhance any k – 3 curriculum.

**Thiessen,**** Diane, ***Exploring Mathematics Through Literature: Articles and Lessons for Prekindergarten Through Grade 8*, 2004 | ISBN-10: 0873535537 | ISBN-13: 978-0873535533

This collection of articles and lessons provides classroom examples of how to use children's literature to teach mathematics effectively in prekindergarten through eighth grade.

**SUGGESTED TEXTS FOR ASSIGNMENT #7**

**Kaczmarski, Kathryn**, *Exploring Math With Books Kids Love*, Fulcrum Resources, Golden Colorado, 1998, 186 pages, ISBN: 1-55591-960-X

This book provides classroom teachers, home-schooling parents, and teachers of gifted and talented students with a rich resource for integrating math and literature.

**Margaret Matthias, Jacquelin Smith, Diane Thiessen,** *The Wonderful World of Mathematics: A Critically Annotated List of Children's Books in Mathematics*, Sierra Nevada Books, Reno, NV,1998, 355 pp, ISBN 0873534395 / 0-87353-439-5

An Anthology of over 500 children's books dealing with Mathematics. Books were chosen by relevance to learning and solving problems.

**Mokros, Janice**, *Beyond Facts and Flashcards:1996 Exploring Math With Your Kids*, Heinemann Publishing*/ 1996 / 134pp,* *ISBN 978-0-435-08375-5 / 0-435-08375-9*

This book contains games and activities to help develop mathematical literacy.

**Thiessen,**** Diane, ***Exploring Mathematics Through Literature: Articles and Lessons for Prekindergarten Through Grade 8*, 2004 | ISBN-10: 0873535537 | ISBN-13: 978-0873535533

This collection of articles and lessons provides classroom examples of how to use children's literature to teach mathematics effectively in prekindergarten through eighth grade.

**Whitin, David J. and Whitin, Phyllis.,** *New Visions for Linking Literature and Mathematics, (2004), National Council of Teachers of English (NCTE), 2004. 170 p. ISBN 0-8141-3348-7 *

This book offers teachers ideas and strategies for integrating literature and mathematics.

**Various texts**: http://www.programminglibrarian.org/library/programs/topical-resources/simple-math-through-books-for-young-children.html

**SUGGESTED WEB-LINKS FOR ASSIGNMENT #7**

1. __Seussical Fish__ http://www.mathwire.com/literature/rbfish1.pdf

2. Various links http://sci.tamucc.edu/~eyoung/literature.html

3. __Seussical Patterns__ http://www.mathwire.com/seasonal/spatterns.pdf

4. __Water Color Rainbow Fish__ http://lessons.atozteacherstuff.com/134/the-rainbow-fish-art-and-craft-activities-paper-plate-fish-wax-resist-watercolor-fish/

5. __Wax Resist Fish__ http://lessons.atozteacherstuff.com/134/the-rainbow-fish-art-and-craft-activities-paper-plate-fish-wax-resist-watercolor-fish/

6. All About Me and You Activities http://lessons.atozteacherstuff.com/52/all-about-me-activities/

7. Various math related activities using Dr. Seuss books http://lessons.atozteacherstuff.com/80/dr-seuss-activities/

8. Sticks and Curves activity http://lessons.atozteacherstuff.com/166/alphabet-activities/

9. Various __Go Away Big Green Monster__ activities http://lessons.atozteacherstuff.com/317/go-away-big-green-monster-activities/

10. __I see Shapes activities__ http://www.hubbardscupboard.org/i_see_shapes.html

11. Various books for sorting activities http://www.lindaslearninglinks.com/MathLiterature.html

12. Various books for counting activities http://www.lindaslearninglinks.com/MathLiterature.html

13. Various books for time activities http://www.lindaslearninglinks.com/MathLiterature.html

14. Various books for fraction activities http://www.lindaslearninglinks.com/MathLiterature.html

15. Various books for measurement activities http://www.lindaslearninglinks.com/MathLiterature.html

16. Various books for money activities http://www.lindaslearninglinks.com/MathLiterature.html

17. Developing Math Games Based on Children’s Literature http://journal.naeyc.org/btj/200301/MathGames.pdf

18. __Fishy Combinations__ http://www.mathwire.com/literature/fishy.pdf

** **

**THE HERITAGE INSTITUTE
ONLINE COURSE**

**Grade Level: ____________**

**Subject: ______________________________________________________________________**

**Theme/Topic: ______________________________________________________________________**

**Student Outcomes: ***(with Connection to State Standards*)

**Required Materials and Equipment:**

**Agenda: **(*The major events of the day posted for public viewing. Schedule warm-up, bathroom breaks, surprises (pop quiz), guest speakers, specials, assemblies, movie clips, outside assignments etc. so students can manage their time with you.)*

**Warm Up: ***(A one to two sentence task, written or drawn on the board, to be completed alone or in groups prior to the beginning of the lesson. At the elementary level it would be used for classroom transitions, and in grades 7-12 to define one content area from another. The warm-up is designed to access learning from the previous lesson and settle students into the flow for the present lesson on*

*hand.)*

**Anticipatory Set: ***(Attention Getter to kindle student interest)*

**Direct Instruction (10-20 mins): **(*Input, Modeling/demo, giving directions, check for understanding)*

**Guided Practice (x mins): **(*Under teacherʼs direct supervision, students individually apply or practice what they have just learned and receive immediate feedback)*

**Closure (x mins): **(*Actions designed to cue in students that they have arrived at an important point in the lesson or at the end of the lesson; often closure consists of review and clarifying key points*)

**Independent Practice: **(*Student directed, may be incorporated before closure or as outside assignment. The aim is repetition in enough different contexts so that the learning may be applied to any relevant situation, not only the context in which it was originally learned.)*

**Assessment and Follow-Up: **(*Self-reflection, collaborative rubric, other rubric, anecdotal evidence, teacher created quiz/test etc., peer review, standardized test, exhibition, portfolio piece(s))*