Ten in a Bed

Book Title: Ten in a Bed

Author & Illustrator: Mary Rees

Publication date 1988

Posted By: Caridad Grijalva

Recommended Grade Level: Pre-K – 1^st Grade

Pages-29

CCSSM Standards:

Kindergarten

K.CC.4 : Understand the relationship between numbers and quantities; connect counting to cardinality.

a.        When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. 


b.        Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted. 


c.Understand that each successive number name refers to a quantity that is one larger. 


Summary:

Ten in a Bed is a uniquely illustrated version of the traditional counting rhyme.  The author uses water colors to illustrate children of all colors and pets in one household.  The children roll out of bed and engage in different activities around the house.  One last child wanted to have the bed to herself asking all of the other children to roll over one by one. Nine unhappy friends return to the bed with a plan of their own.

 

Rating:

 

This book is extremely charming with colorful and creative illustrations.  I love the idea of a rhyme along with pictures that tell their own story.  The story itself is funny and silly that uses subtraction in the counting process in a very child friendly manner. 

Classroom Ideas:

•  The students can engage in role play to retell the story. 
•   The students can use counter bears to retell the story and model  the events backwards, going from one in the bed to ten. 
•  The students can practice arranging numbers in descending and ascending order.
•    The students can use number cards from 10-1 and arrange the cubes to correspond with the number of cards shown.

                  

Book Title:  Ten for Me

Author: Barbara Mariconda

Illustrator: Sherry Rogers

Recommended Grade Level: Kindergarten – 2^nd grades

CCSSM Standards Addressed :

K.OA Operations and Algebraic Thinking

K.OA.A Understanding addition as putting together and adding to, and understanding subtraction as taking apart and taking from. 

K.OA.A.4 For any number from 1-9, find the number that makes 10 when added to given number, e.g, by using objects or drawings, and record the answer with a drawing or equation.

MP.2 Reason abstractly and quantitatively

MP.4 Model with Mathematics

Summary: 

This book is of two friends that go on a butterfly hunt, where they begin to race each other to see who will catch the most butterflies on this adventure in addition. How many in all? The book is written in rhyme, and is fun and engaging to read. Ten for Me has both an English and Spanish translation to support ELL and dual language learners. This book also comes in an enhanced eBook form that reads aloud in both languages, with word speed control available.

Rating:

5 stars

Classroom Ideas:    

In my Kindergarten classroom, the story “Ten and Me” will be read to the children while on the rug. The children will be asked what is the missing number to solve the equation? Or how many in all? Then the children will be broken up into groups of two friends as in the story. First the two friends will be given a Field Journal sheet where they will work together to write number sentences with the sum of 10. They will be encouraged to write the numbers in the number sentence, draw pictures to represent the numbers to solve the equations. Then the two friends will be given 10 cutout  paper butterflies to work with together to show how they will break apart the 10 butterflies and place/paste them in two separate jars.    

Chicka, Chicka, 1,2,3

Chicka Chicka 1, 2, 3

Reviewed by: Jason M. Nealon

Author Bill Martin, Jr. & Michael Sampson

Illustrator Lois Ehlert, Cover artist Lois Ehlert

Publication date July 6, 2004

Recommended Grade Level: PreSchool-Grade 2 Pages 40

Common Core Content Standards Addresses

Counting and Cardinality

Kindergarten

Know number names and the count sequence.

CCSS.Math.Content.K.CC.A.1
Count to 100 by ones and by tens.

CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given number within the known sequence (instead of having to begin at 1).

CCSS.Math.Content.K.CC.A.3
Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

Kindergarten

Work with numbers 11-19 to gain foundations for place value.

CCSS.Math.Content.K.NBT.A.1
Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (such as 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.

Grade 1

Understand place value.

CCSS.Math.Content.1.NBT.B.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

CCSS.Math.Content.1.NBT.B.2.a
10 can be thought of as a bundle of ten ones — called a "ten."

CCSS.Math.Content.1.NBT.B.2.b
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

CCSS.Math.Content.1.NBT.B.2.c
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

Common Core Standards for Mathematical Practice

CCSS.Math.Practice.MP2 Reason abstractly and quantitatively.

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

This is a counting-book companion to Chicka, Chicka, Boom, Boom. It is very similar to the previous book, replacing letters with numbers. The layout, cut-paper illustrations, and vibrant colors are all similar to the many fans of the coconut tree predecessor. At the center of the story this time, however, is an apple tree. Numbers race to the top of the apple tree, 1,2 and 3 lead the way. "Chicka Chicka 1, 2, 3… Will there be a place for me?" asks 0. Which readers will soon be able to recall as it is repeated throughout the book, the same way as chicka chicka boom boom will there be enough room. Page after page, the numbers climb. There is a social/emotional aspect to this story in that 0 does not feel there will be a place for it in the apple tree. However, readers learn that 0 does in fact play a crucial role in our numerals. By the time we get to 99, 0 cries out once more, "Chicka Chicka 1, 2, 3… Will there be a place for me?"a swarm of bumblebees arrives shouting, "GET OUT OF OUR TREE…." Alas, the counting begins again, except starting from 100, counting down! I have used this book for a 100th day celebration in class.

Rating - 5 stars

I absolutely love how this book deals with incorporating zero in the act of counting. We have a fun way of learning how to count in this book, similar to how Boom shows us the alphabet. When the numbers are attacked by bumblebees, all the numbers scatter and hide. Not sure why bumblebees are used to scare numbers, but that aside, this is a great way of also introducing students to the base 10, which also gives 0 a valuable place as well. We are also asked to count backwards in this story!

Classroom Ideas

 Creating apple trees with different number apples for students to count is a great way to learn 1-1 correspondence. Differentiation can be done by using higher or lower numbers. A blank tree can be used with red foam counters for students to complete on their own.