Using Picture Books Using Picture Books to Teach to Teach Mathematical Mathematical Concepts: The Why’s Concepts: The Why’s and How’sand How’sJessica KnoxJessica Knox

June 2011June 2011

Who can use picture Who can use picture books to help with math books to help with math

instruction?instruction? Anyone!Anyone! Children’s literature can be used with any Children’s literature can be used with any

grade level to teach mathematical grade level to teach mathematical concepts.concepts.

What topics are covered What topics are covered by current picture books?by current picture books?

Today there are so many Today there are so many options out there!options out there!

Picture books cover a Picture books cover a variety of topics for a variety of topics for a variety of grade levels.variety of grade levels.

Some topics covered:Some topics covered: AdditionAddition SubtractionSubtraction CountingCounting Even and Odd NumbersEven and Odd Numbers DivisionDivision FractionsFractions GeometryGeometry MultiplicationMultiplication Ordinal NumbersOrdinal Numbers TimeTime

Why use picture books to Why use picture books to help with math concepts?help with math concepts?

Tucker (2010) says, “Often children develop Tucker (2010) says, “Often children develop anxiety about math because they must learn it, anxiety about math because they must learn it, but they do not understand it. Teachers and but they do not understand it. Teachers and researchers have found that using storybooks researchers have found that using storybooks about math concepts can help because they about math concepts can help because they present the abstract concept through a story in present the abstract concept through a story in which children can relate and explain the which children can relate and explain the concept in terms the child understands” concept in terms the child understands” (p.154). (p.154).

Check these books out!Check these books out!

The next several slides show examples The next several slides show examples of concepts and books that go along with of concepts and books that go along with the concepts.the concepts.

These are just a few books, there are These are just a few books, there are many more out there!many more out there!

Addition:Addition:

Subtraction:Subtraction:

Multiplication:Multiplication:

Division and Fractions:Division and Fractions:

Counting:Counting:

Even and Odd Numbers:Even and Odd Numbers:

Ordinal Numbers:Ordinal Numbers:

Geometry:Geometry:

Time:Time:

How can I use these How can I use these books?books?

Picture books can be used in several ways.Picture books can be used in several ways. One way to use the picture book is to simply One way to use the picture book is to simply

read it aloud to introduce the concept.read it aloud to introduce the concept. Another way to use the book is to include it in a Another way to use the book is to include it in a

station/center.station/center. One of the most popular ways to use the books One of the most popular ways to use the books

is to create an activity or lesson that surrounds is to create an activity or lesson that surrounds the book/concept. the book/concept.

Activity Example Using A Activity Example Using A Picture Book About Picture Book About

Division:Division: This is a great book to This is a great book to

use when you are use when you are introducing the concept introducing the concept of a remainder.of a remainder.

In this activity, you will In this activity, you will need the picture book (need the picture book (A A Remainder of OneRemainder of One by by Elinor Pinczes), square Elinor Pinczes), square tile manipulatives, and tile manipulatives, and you could enhance the you could enhance the lesson with a graphic lesson with a graphic organizer. organizer.

Division Activity Division Activity Continued: Continued:

The teacher can have students predict what they think The teacher can have students predict what they think will happen in the book.will happen in the book.

Then the teacher will pass out 25 square tiles to each Then the teacher will pass out 25 square tiles to each student. student.

As the teacher reads the book, he/she will have the As the teacher reads the book, he/she will have the students move the square tiles into different rows (as students move the square tiles into different rows (as the book states)the book states)

The teacher can stop several times, or just a few times The teacher can stop several times, or just a few times depending on time constraints.depending on time constraints.

After the book is completed, the teacher can extend After the book is completed, the teacher can extend this lesson by then showing the steps of division or this lesson by then showing the steps of division or even showing how remainders can be greater than even showing how remainders can be greater than one.one.

Activity Example Using A Activity Example Using A Picture Book About Pi:Picture Book About Pi:

This is a good book to read This is a good book to read on Pi Day, just to introduce on Pi Day, just to introduce the concept of Pi, but this the concept of Pi, but this book can also be used to book can also be used to develop a deeper develop a deeper understanding of Pi.understanding of Pi.

Materials needed for this Materials needed for this activity: picture book (activity: picture book (Sir Sir Cumference and the Dragon Cumference and the Dragon of Piof Pi by Cindy by Cindy Neuschwander), paper, Neuschwander), paper, pencil, rulers, measuring pencil, rulers, measuring tape, and a variety of circular tape, and a variety of circular objects.objects.

Circumference Activity Circumference Activity Continued:Continued:

The teacher will read the story and stop The teacher will read the story and stop on page 13. The teacher will reread pg. on page 13. The teacher will reread pg. 13.13.

Have students follow the example on Have students follow the example on page 13 to develop a deeper page 13 to develop a deeper understanding of radius, diameter, and understanding of radius, diameter, and circumference. The students will practice circumference. The students will practice this with the round objects. this with the round objects.

What Does Research Say?What Does Research Say?

Rushton and Larkin (2001) stated that Rushton and Larkin (2001) stated that symbolic representations like letters and symbolic representations like letters and numbers were better learned if they could be numbers were better learned if they could be linked or connected to vivid visual images linked or connected to vivid visual images such as pictures. Children’s books can be such as pictures. Children’s books can be helpful, not only in developing understanding helpful, not only in developing understanding about vocabulary and text structure, but also about vocabulary and text structure, but also in conceptualizing abstract mathematical in conceptualizing abstract mathematical concepts (p. 236).concepts (p. 236).

More Research:More Research:

According to C. Tucker (2010), “Many children do not According to C. Tucker (2010), “Many children do not value mathematics because they do not understand value mathematics because they do not understand how it relates to their daily lives. To them, it is just how it relates to their daily lives. To them, it is just counting, numbers, memorization of facts, and counting, numbers, memorization of facts, and computations without meaning. When teachers use computations without meaning. When teachers use children’s literature to teach math concepts, children children’s literature to teach math concepts, children see how people use math on a daily basis for many see how people use math on a daily basis for many purposes, and can then transfer those math concepts purposes, and can then transfer those math concepts to their own lives. Quality children’s books are to their own lives. Quality children’s books are appealing, non-threatening, and related to children’s appealing, non-threatening, and related to children’s lives” (p. 155).lives” (p. 155).

Just for fun…Just for fun…

http://www.movieweb.com/tv/TEr9WurxsDn8uy/brick-is-special

Resources:Resources:

Tucker, C., et. al., (2010). Using Children’s Literature to Tucker, C., et. al., (2010). Using Children’s Literature to Teach Measurement Teach Measurement Reading ImprovementReading Improvement v. 47 no. 3 v. 47 no. 3 p. 154-61p. 154-61

http://christchurchcitylibraries.com/learning/mathsinpictures/

http://www.barbsbooks.com/picture_books_about_math.htm

Rushton, S., & Larkin, E. Shaping the learning Rushton, S., & Larkin, E. Shaping the learning environment: Connecting developmentally appropriate environment: Connecting developmentally appropriate practices to brain research. practices to brain research. Early Childhood Education Early Childhood Education JournalJournal, 29(1), 25-33, 29(1), 25-33