I CAN ’ T USE THIS BOOK FOR MATH; THERE ’ S NO NUMBERS IN THE TITLE!

1. I CAN’T USE THIS BOOK FOR MATH; THERE’S NO NUMBERS IN THE TITLE! Adapted from a PD presented by OSU Year 3 Coaches and Cowboys Count, Monkeys Measure and Princesses Problem Solve By Wilburne, Keat and Napoli Available in the ECOT PD Library

2. NCTM, NCTE, and NAEYC agree that integration is the key! • Elementary [and Middle grade] students need high-quality, challenging, and accessible mathematics education. • Understanding and using mathematics increases educational and social opportunities for productive futures. • Instructional activities should continually engage children and lead them to construct mathematical understanding. • The artificial separation of mathematics and language is very unnatural in developing understanding. • Both literature and mathematics help us organize and give order to the world around us.

3. Integrating Mathematics and Literacy is NOT new! • Writing in Math Class (Burns, 1995). • Literacy Strategies for Improving Mathematics Instruction (Kenney, 2005) • My Kids Can: Making Math Accessible to All Learners (Storygard, 2009). • Exploring Mathematics through Literature (Thiessen, 2004). • Literacy + Math = Creative Connections in the Elementary Classroom (Altieri, 2012). • Cowboys Count, Monkeys Measure, and Princesses Problem Solve: Building Early Math Skills through Storybooks (Wilburne, Keat, & Napoli, 2011).

4. Let’s Try This! The Monster Who Did My Math Written by: Danny Schnitzlein Illustrated by: Bill Mayer Peachtree Publishers, 2007 ISBN: 978-1-56145-420-4

22. Problem Posing with PLOT Examples: • List actions in a logical order • Clues to identify a part of the story • Compare actions • Make predictions based on evidence • Connect the plot to a math concept • Redesign the plot to include mathematics • A “math walk” through the story • Explore conjectures, estimations, generalizations

23. Mathematical Task with PLOT Let’s pretend that the Monster in our story charges the boy 35¢ for each multiplication problem and 60¢ for each division problem he solves. How many types of each problem did the Monster solve if the boy’s bill is $15? How many different solutions can you find?

24. Problem Posing with CHARACTER • Make the Character(s) come to life • Put the Character(s) in the students’ daily environment • Make the story real to children: what open-ended tasks can characters face?

25. Mathematical Task with CHARACTER Let’s pretend that the Monster’s Magic Calculator has broken. Only the 5, the 2, the ×, the −, and the = buttons work. How did the Monster use the Magic Calculator to get the homework answers of: -10 1 3 10 24 100

26. Problem Posing with ILLUSTATIONS Illustrations can: • Capture students’ interest and imagination • Visualize the mathematics • Enhance the details of the narrative • Place mathematics in a meaningful context

27. Mathematical Task with ILLUSTRATIONS How many different monster faces can you make from 4 different sets of scary eyes, 3 different eerie noses, and 3 different sets of pointy teeth?

28. Problem Posing with SETTING Consider how the students can relate to the setting. Settings help to create integrated teaching units. Students can begin to see the mathematics in the everyday.

29. Mathematical Task with SETTING Respond to our class survey about the places where we do our math homework. • At the kitchen table • In my room at home • At the library • At a friend’s house Draw a graph to display the results.

30. Problem Posing with OBJECTS • Familiarity (and unfamiliarity) with objects in the story provide learning opportunities. • Objects in stories can be compared, contrasted, sorted, and classified. • Objects in stories can be described or constructed with 2D and 3D shapes

31. Mathematical Task with OBJECTS To do the boy’s math homework, the Monster requires a very special type of pen. Pens-R-Us sells 2 pens for $1.40 Pen-Mart sells 3 pens for $1.99 • Which store has the better buy, Pens-R-Us or Pen-Mart? How do you know? • Which store would you go to to buy 24 pens? Show your thinking in words, numbers and pictures.

32. Problem Posing with TIME FRAME The TIME FRAME of a story: • Builds understanding of time measurements • Creates the necessity for standard units • Can bridge a students imagination and reality • Allows for comparisons and contrasts

33. Mathematical Task with TIME FRAME Before the boy’s teacher realizes that the Monster is doing the math homework, the Monster has spent 1,725 minutes doing homework. • How long is this in hours? • How long is this in days? • How long is this in weeks?

34. Now it’s your turn! Read a story. • Choose a book from the table. • Online books: www.tumblebooks.com/library/asp • Click my cloud in grey bar at top • Choose a book! Use the framework to create mathematical tasks and list Common Core standards. Choose one task to put on chart paper.

35. Wrap-up • What is the value of this activity and integrated approach? • What could this look like in your school?

36. Books from library – • The Monster Who Did My Math – • Copies of Story Element Approach worksheet - • Chart paper - • Markers -