This week the Kindergarten and 1st grade teachers planned with Erin, the reading specialist, and I for an activity around a children’s book. This planning was a continuation of our previous meeting about mathematizing. We jumped right into our planning by sharing books everyone brought, discussing the mathematical and language arts ideas that could arise in each. I made a list of the books the teachers shared here.
We chose the book One Hundred Hungry Ants and planned the activity for a Kindergarten class. We decided the teacher would read the story and do a notice/wonder the day before the activity. We thought doing two consecutive readings may cause some students to lose focus and we would lose their attention. Based on Allison Hintz’s advice, we wanted the students to listen and enjoy the story for the first read-through. Here is an example from one classroom:
So many great problem and solutions, cause and effects, illustration and mathematical ideas were noticed by the students.
The following day, the teacher revisited the things students noticed and focused the students’ attention on all of the noticings about the ants. She told the students she was going to read the story one more time but this time she wanted them to focus on what was happening with the ants throughout the story. We had decided to give each student a clipboard and blank sheet of paper to record their thoughts.
We noticed a few great things during this time..
- Some students like to write a lot!
- After trying to draw the first 100 ants, students came up with other clear ways to show their thinking. I love the relative size of each of the lines in these!
- A lot of students had unique ways of recording with numbers. Here is one that especially jumped out at me because of the blanks:
Students shared their recordings at the end of the reading and it was great to hear so many students say they started the story by trying to draw all of the ants, but changed to something faster because 10o was a lot!
After sharing, we asked students, “What could have happened if they had 12 or 24 ants?” We put out manipulatives and let them go! So much great stuff!
Next time I do this activity, I would like to see them choose their own number of ants.
Just as I was telling Erin that I could see this book being used in upper elementary grades when looking at generalizations about multiplication, I found some great posts by Marilyn Burns on this book for upper elementary and middle school:
Excited to do this in a 1st grade classroom today!
I love this idea of mathematizing! I believe it is essential that our students at young age connect reading/literacy with math. I am wondering, was this particular lesson with kindergartners?
Thanks Fran! Yes, they are kindergarten.
We noticed that on the pages that begin with the phrase “ALL the ants” the illustrator did no draw 100 ants. Doesn’t all mean 100?
I love math, and I love being able to “see” how kids work math in their heads. I think it encourages more students to understand and come to love math! Thank you for sharing this!
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