COURSE TITLE:

USING CHILDREN’S BOOKS IN MATH

NO. OF CREDITS:

6 QUARTER CREDITS
[semester equivalent = 4.00 credits]

WA CLOCK HRS:  
OREGON PDUs:
60
60

INSTRUCTOR:

Lawrence Rzeznik
ldrez1@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:

  1. Studied/reviewed the relationship between reading and math in the curriculum.
  2. Studied/reviewed curricular design and practices that result in integration of reading across the math curriculum.
  3. Reviewed personal classroom curriculum to create a list of content to help in determining type of math examples needed.
  4. Explored current classroom texts as well as new ones to help locate books that can be incorporated into the math classroom.
  5. Reviewed and designed lesson plans to help integrate reading based math activities that are aligned with state math standards.
  6. 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.

  1. Completion of Information Acquisition assignments 30%
  2. Completion of Learning Application assignments 40%
  3. 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

  • Teaching Reading In Social Studies, Science and Math (Theory and Practice)
    ISBN# 0439176697
    by Robb, Laura
    Scholastic Teaching Resources (Theory and Practice)

    Buy from Amazon

MATERIALS FEE

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

ASSIGNMENTS REQUIRED FOR HOURS OR UNIVERSITY QUARTER CREDIT

A. INFORMATION ACQUISITION

Assignment #1: Introduce Yourself

Introduce yourself with a 1-2 page background statement that includes the following:

  • Describe your current professional situation.
  • List your anticipated outcomes from taking this course.

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #1’

Assignment #2: Read Chapters 1-3

Read Chapters 1-3 of the Laura Robb text. Write a 2–5 page summary of your findings:

  1. Summarize the five road blocks that effect teachers and students
  2. Do you think that the constructionist model benefits children?Why or why not?
  3. What is responsive teaching?
  4. Do you think that the K-W-H-L strategy can benefit children?  Why or Why not?

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #2’

Assignment #3: Read Chapters 7 & 9

Read Chapters 7 and 9 from the Laura Robb text and report your findings in a 2-3 page paper.
Include in your response:

  1. Multiple strategies that can be used to help teach or clarify vocabulary.
  2. How the use of formal and informal discussions can be used in conjunction with reading activities to help students understand readings.

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #3’.

Assignment #4: Read Chapter 11

Read Chapter 11 from the Laura Robb text and report your findings in a 1-2 page paper.

Include in your response the importance of student-led book discussions in the content area.

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #4’

Assignment #5: Read Article on: Teaching Reading in Mathematics & Science

Read and write a short paragraph about your feelings on the article Teaching Reading in Mathematics and Science by Mary Lee Barton, Clare Heidema and Deborah Jordan. Provided as pdf doc. Provide in your response:

  1. The importance of activating prior knowledge.
  2. The importance of non-linguistic representation.
  3. The importance of making sense of text style.

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #5’

Assignment #6: Read Article on Childrens Literature

Read the web article cited below and write a 2-3-page paper that includes:

  1. Why the incorporation of literature into the math classroom is “intuitive”?
  2. An explanation of the scale that is used to address the components of mathematical content.

Using Children’s Literature to Teach Mathematics

https://s3.amazonaws.com/quantile-resources/resources/downloads/static/ChildrensLiterature.pdf

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #6’

Assignment #7: Research & List 15 Different Reading

Research and list 15 different reading related math activities that can be used to integrate literature and math in your classroom.  Indicate where and how in your curriculum that you will use then.  You may use texts and web links listed in the “Suggested Texts and web-links”” section of the Bibliography.  

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #7’

Assignment #8: Create a Math Curriculum

Create a detailed topic outline of the math curriculum in which you will be adding literature.
                                                                                     AND
Using information gained in Assignment #7 List 10 different math concepts that are covered in your math curriculum.   For each concept, give one text activity that could be used to help teach it.  Explain the focus of the text/activity and list references.

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #8’

Assignment #9: List Additional Books

Using your own classroom texts (or those from the library) create a list of 20 additional books that incorporate literature into the math classroom. Include the topic to be taught and a quick description how.  They may touch upon skills researched earlier but are books that you feel best incorporate the topic you are trying to teach.

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #9’

ADDITIONAL ASSIGNMENTS REQUIRED FOR UNIVERSITY QUARTER CREDIT

B. LEARNING APPLICATION

In this section you will apply your learning to your professional situation.  This course assumes that most participants are classroom teachers who have access to students.  If you are not teaching in a classroom, please contact the instructor for course modifications.  If you are a classroom teacher and start or need to complete this course during the summer, please try to apply your ideas when possible with youth from your neighborhood, at a local public library or parks department facility,  (they will often be glad to sponsor community-based learning), or with students in another teacher’s summer classroom in session.

Assignment #10: (Required for 400 and 500 Level)

Use your research from Assignment #7 to help you design three (3) lesson plans.  These plans should be aligned with state math standards and explain/convey the math related principles you want to teach. They each should incorporate literature of your choice.  At the end of the lesson plan be sure to list your state math standards and explain how the lesson relates to these requirements. For each lesson, use your district or school’s approved lesson plan format or the lesson plan template that you can download from this site (see attached). 

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #10’

Assignment #11: (Required for 400 AND 500 level)

Conduct two (2) of your lessons with your students and provide a 2-page written summary of how each of the lessons went. Include in your paper any student feedback on the lesson. Please submit samples of student work and/or cite the positive improvements in student math performance among one or more students.  Use alias names to protect student privacy.

Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #11’

Assignment #12: (500 Level ONLY)

In addition to the 400 level assignments complete one of the following:

Option A)  Write a 2–3 page research paper on the current trend to increase reading across the curriculum area.   Include references.
Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #12A’
                                                                            OR
Option B)  Write a 2–3 page paper on how reading affects our brain.  Include references.
Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #12B’
                                                                            OR
Option C)  Another assignment of your own design with the instructor’s prior approval.
Send to instructor: ldrez1@optonline.net Subject line to read ‘Content Areas-Math #12C’

C. INTEGRATION PAPER

Assignment #13: (Required for 400 and 500 Level)

SELF REFLECTION & INTEGRATION PAPER
(Please do not write this paper until you've completed all of your other assignments)

  1. What did you learn vs. what you expected to learn from this course?
  2. What aspects of the course were most helpful and why?
  3. What further knowledge and skills in this general area do you feel you need?
  4. How, when and where will you use what you have learned?
  5. How and with what other school or community members might you share what you learned?

Send to your instructor at their email address. Subject line to read  "(put course name here) Integration Paper"

INSTRUCTOR COMMENTS ON YOUR WORK:

Please indicate by email to the instructor if you would like to receive comments on your assignments.

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

LESSON PLAN TEMPLATE

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))