Animals On Board
Author: Stuart J. Murphy
Illustrator: R. W. Alley
Recommended Grade Level: K – 2nd grade
Common
Core Content Standards Addressed
CCSS.Math.Content.K.OA.A.2
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
CCSS.Math.Content.1.OA.B.3
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Apply properties of operations as strategies to add and subtract.2 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.)
Common
Core Standards for Mathematical Practice
Mathematically proficient students start by explaining to
themselves the meaning of a problem and looking for entry points to its
solution. They analyze givens, constraints, relationships, and goals. They make
conjectures about the form and meaning of the solution and plan a solution
pathway rather than simply jumping into a solution attempt. They consider
analogous problems, and try special cases and simpler forms of the original
problem in order to gain insight into its solution. They monitor and evaluate
their progress and change course if necessary. Older students might, depending
on the context of the problem, transform algebraic expressions or change the
viewing window on their graphing calculator to get the information they need.
Mathematically proficient students can explain correspondences between
equations, verbal descriptions, tables, and graphs or draw diagrams of
important features and relationships, graph data, and search for regularity or
trends. Younger students might rely on using concrete objects or pictures to
help conceptualize and solve a problem. Mathematically proficient students
check their answers to problems using a different method, and they continually
ask themselves, "Does this make sense?" They can understand the approaches
of others to solving complex problems and identify correspondences between
different approaches
Mathematically proficient students make sense of quantities
and their relationships in problem situations. They bring two complementary
abilities to bear on problems involving quantitative relationships: the ability
to decontextualize—to abstract a given situation and represent it
symbolically and manipulate the representing symbols as if they have a life of
their own, without necessarily attending to their referents—and the ability to contextualize,
to pause as needed during the manipulation process in order to probe into the
referents for the symbols involved. Quantitative reasoning entails habits of
creating a coherent representation of the problem at hand; considering the
units involved; attending to the meaning of quantities, not just how to compute
them; and knowing and flexibly using different properties of operations and
objects.
Summary
Tucker Jill is carrying a special load on her truck. As she
drives to her destination, other trucks pass her by. Each truck contains a
different number of animals. Join Jill as she counts along and adds up all the
animals.
Rating
I gave this book a five-star rating because the content was
simple enough for young children to understand. The book used illustrations to
show addition and also included the addition sentences to match the pictures.
The book includes recommendations for other math books form the series and what
their target is. The back also includes suggestions for adults on how to use
the book and some activities.
Classroom
Ideas
1.
This book can be used to introduce
the concept of adding (it’s also great for exposing children to the addition
number sentence). One thing that can be done is pairing children up with
different objects and letting them add. For example one group could have 10 erasers.
Each child picks the erasers they want, then the children add up how much they
have. If Tony gets two and Mya gets four they have six altogether (2+4=6).
Depending on the level of the children you could just have them explore or you
could also have them write up the different equations that they come up with.
2.
Another idea is to give the children
different objects that they have to use to solve math problems that you give
them. The math problems would be simple and similar in order to show the
communitive property of addition.
EXAMPLES:
1.
Amanda
has 2 cars and James has 1 car. How many cars do they have altogether?
2.
Jose
has 1 apple and Christopher has 2 bananas. How many fruits do they have in all?
*I
used the same numbers to show that no matter how you write it, it’s still the
same answer.
Hi Melissa, great post! I think your classroom ideas sounds great. I really like the idea of having the children pick the erasers they want and the adding them up altogether. It is a great hands on and creative way to involve the children.
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