I'm not suggesting that kindergartners and their parents will pick up this book with the sole intent of using it to meet the new national math standards known as the Common Core State Standards (CCSS). However, Arbordale Publishing and I both agree on an important philosophy - that learning math and science is not only possible through reading, but is actually enhanced through reading. And so, during those critical primary school years (grades K-3 or so) while children are making such great strides in both their reading fluency and comprehension, we believe this is a unique opportunity to encourage them to develop their math literacy (sometimes called 'numeracy').This is where Fibonacci Zoo comes in. This book takes its readers on an adventure through a most unusual zoo. Children will meet, in order, an alligator, a bison, camels, dolphins, elephants, flamingos, gorillas, hippos, and iguanas. Many will notice that these animals arrive in alphabetical order so even the youngest children can begin to practice their ABCs, even while they grow their reading skills. But Fibonacci Zoo continues as children meet the Fibonacci sequence, and learn to count, explore number patterns, make predictions, and then see their predictions tested. These 'inductive reasoning' skills will become powerful tools for these children as they grow into pre-adolescents and adolescents and begin their formal mathematics careers in earnest.
And so, in the spirit of celebrating Fibonacci Zoo as "more than just a picture book," I have identified some of the CCSS math standards for grades K-4 that this book may address. Please understand that by no means am I suggesting that the book on its own is sufficient to meet all of these standards completely. In fact, my hope is that parents, teachers, math coaches, administrators, librarians, and indeed children themselves use it as a tool for enrichment, for exploration, and for extension of the basic skills they are already learning. Over the next several posts, I will be sharing lesson ideas (around ten when we get done) for teachers and parents to use at their leisure to develop the skills necessary for success in mathematics for their children. In time, I envision this book becoming a critical component of elementary school mathematics instruction from Alaska to Florida, from Maine to Hawaii.
Thanks for coming on this journey with me. It promises to be quite a ride!
Common Core State Standards - Math - Grades K-4
Count forward beginning from a given number within the known
sequence (instead of having to begin at 1).
CCSS.MATH.CONTENT.K.CC.B.4.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.
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.
CCSS.MATH.CONTENT.K.CC.B.5
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects.
CCSS - First Grade
Add within 100, including adding a two-digit number and a
one-digit number, and adding a two-digit number and a multiple of 10, using
concrete models or drawings and strategies based on place value, properties of
operations, and/or the relationship between addition and subtraction; relate
the strategy to a written method and explain the reasoning used. Understand
that in adding two-digit numbers, one adds tens and tens, ones and ones; and
sometimes it is necessary to compose 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.
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).
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).
CCSS.MATH.CONTENT.1.OA.A.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.1
CCSS.MATH.CONTENT.1.OA.C.6
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 - 4 = 13 - 3 - 1 = 10 - 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 - 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).
CCSS.MATH.CONTENT.1.OA.D.7
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 - 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.
CCSS.MATH.CONTENT.2.NBT.B.5
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.
CCSS.MATH.CONTENT.2.NBT.B.9
Explain why addition and subtraction strategies work, using place value and the properties of operations.1
Explain why addition and subtraction strategies work, using place value and the properties of operations.1
CCSS.MATH.CONTENT.2.OA.A.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
Use addition and subtraction within 100 to solve one- and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem.1
CCSS.MATH.CONTENT.2.OA.B.2
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
Fluently add and subtract within 20 using mental strategies.2 By end of Grade 2, know from memory all sums of two one-digit numbers.
Identify arithmetic patterns (including patterns in the addition
table or multiplication table), and explain them using properties of
operations. For example,
observe that 4 times a number is always even, and explain why 4 times a number
can be decomposed into two equal addends.
Generate a number or shape pattern that follows a given rule.
Identify apparent features of the pattern that were not explicit in the rule
itself. For example, given the
rule "Add 3" and the starting number 1, generate terms in the
resulting sequence and observe that the terms appear to alternate between odd
and even numbers. Explain informally why the numbers will continue to alternate
in this way.
CCSS.MATH.CONTENT.4.NF.C.6
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
Use decimal notation for fractions with denominators 10 or 100. For example, rewrite 0.62 as 62/100; describe a length as 0.62 meters; locate 0.62 on a number line diagram.
CCSS.MATH.CONTENT.4.NF.C.7
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
Compare two decimals to hundredths by reasoning about their size. Recognize that comparisons are valid only when the two decimals refer to the same whole. Record the results of comparisons with the symbols >, =, or <, and justify the conclusions, e.g., by using a visual model.
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