Saturday, September 17, 2011

Annotated Bib - Counting Animals by Land and Water

Number sense in a person's intuitive feeling about numbers. "A person's ability to use and understand numbers: knowing their relative values, how to use them to make judgment, how to use them in flexible ways when adding, subtracting, multiplying, or dividing, how to develop useful strategies, when counting, measuring and estimating." The following books could be used for kindergarten and first grade.

Click, Clack, Splish, Splash - a Counting Adventure. By Doreen Cronin. Illus. by Betsy Lewin. 2006. 24 p. Atheneum Books for Younger Readers, (9780689877162). Gr. preK-1.
This rhyming book illustrates the counting from 1 to the number 10 with farm animals going on an unusual fishing trip. The farm animals catch 10 fish and then return the fish to the water by counting backwards. This book has colorful pictures and large print for easy reading.

My Love for You. By Susan L. Roth. 1997. 26p. Dial Books for Young Readers, (0803720319). Gr. preK-1.
In this simple book two mice count animals from 1 to 10, to show how large their love for each other. Each animal is described by a specific characteristic. This book is well illustrate with number and pictures.

Pat Dypold. 1994. 32p. Ticknor & Fields Books by Young Readers, (0395678994). Gr. preK-1.
This rhyming book counts farm animals that are not feeling well. The book then counts backwards as the farm animals try to get better. The book ends with everyone feeling a whole lot better. The books spells out each number and has colorful pictures; however, it does not use numerals in each description.

One Duck Stuck. By Phyllis Root. Illus. by Jane Chapman. 1998. 34p. Candlewick Press, (139780763603342). Gr. preK-1.
This colorful, cheerful, rhyming book counts from the number 1 to 10 using sounds that animals would make to help get duck unstuck from the muck. The book illustrates the number, pictures, and sounds. The saying "No luck. The duck was stuck deep in the muck down by the muggy, buggy, marsh," is a cute tongue twister.

One is a Snail Ten Is a Crab, by April Pulley Sayre and Jeff Sayre. Illus. by Randy Cecil. 2003. 34p. Candlewick Press. (0763614068). Gr. preK-1.
This colorful counting by feet book uses illustrations to count by 1's to the number 10, and count by 10's to the number 100. The book uses numerals, words, and pictures of sand and land animals to illustrate each number counted. Also, this book can be used for place value, the crab is in the 10's column and the snail is the 1's column.

Web Sites
Kids Links
Apples4theteacher web is designed for kids, parents, and teachers with fun educational ideas and activities.

Games to test your number sense.
Mathwire is an excellent resource for number sense math games. Featuring the games Contig and Contig Jr. In the Contig game the student toss 3 dice, us those 3 number and any operations to form a number on the game mat.

Math is Fun website provides fun puzzles, activities, games, and worksheets. The website provide basic definitions and examples of math terms.

Teachers links
This teachers resource website provides sample lesson plans for math topics. Also, this website allows teachers to submit their own ideas.

Teacher Vision - this website provides resources including: lesson plans, graphic organizer, printables, and classroom management ideas.

For Teachers
VA Standards of Learning
K1. The student, given two sets, each containing 10 or fewer concrete objects, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-one-correspondence.

Background Information from Curriculum Framework
  • A collect of distinct elements or items.
  • A one-one-correspondence exists when two sets have and equal number of items.
  • Strategies for developing the concept of one-to-one matching involved set comparisons with counting. Hands-on experiences in matching items between two sets by moving, touching, and aligning objects, using one-to-one correspondence, enable visual as well as kinesthetic comparisons of the number of items in the two sets.
  • Students can also count to make comparisons between two sets without matching the sets, using one-to-one correspondence.
  • Students are generally familiar with the concept of more, but have had little experience with the term less. It is important to us the term together to build an understanding of their relationship. For example, when asking which group has more, follow with which group has less and vice versa.

No comments:

Post a Comment