Title of Activity:

Ten Black Dots

Resources:

Burns, Marilyn. Math and Literature (K-3). White Plains: New York, 1992. pp. 14-17.

Ellermeyer, Deborah, and Judi Hechtman. Teaching Math with Favorite Picture Books.

New York: New York, 1998. pp.10-11.

NCTM Standards addressed:

Number and Operations:

Within our lesson plan we hope to introduce the children to mathematical concepts through children’s literature. The children will gain number and operational understanding through the discussion of how dots are used within each page.Re-reading the story with the group, students will be able to show their ability to count with understanding and recognize “how many” in sets of objects. We also hope to introduce the concept of whole numbers and basic addition equations. Students will be read a story problem that will be represented on paper with black dots. Students will then be asked to fill in the number equation that is represented beneath the dot picture, eventually solving the addition problem.

Connections:

This activity should also allow children to make mathematical connections. Kindergartens should be able to recognize the representation of numbers being used as dots in the picture book, as well as written in numerical form.We will show students examples of ten black dots arranged in different shapes (i.e. a line, circle, base ten blocks, and scattered) to show the concept that the same number of objects can be arranged differently but still represent ten.Basic counting skills used to find the number of dots on a given page will also connect to situations outside the classroom. Students can recognize the many objects that can be counted outside their classroom and how numbers can represent real world objects.

Materials needed:

  • Ten Black Dots picture book
  • Black stickers
  • White paper
  • Crayons (Student’s crayon box)

Introduction/Opening:

Starting off, we want to gain the children’s attention by teaching them a finger play using their ten fingers. (One, two, three, four, five once I caught a fish alive. Six, seven, eight, nine, ten then I let it go again. Why did you let him go? Because he bit my finger so. Which finger did he bite? This little finger on the right.) (One little, two little, three little fingers. Four little, five little, six little fingers. Seven little, eight little, nine little fingers. Ten little fingers on my hands.) Next, we will introduce the picture book by showing the cover and introducing the title and author.

Developing the activity:

Before starting to read the book, we will ask students “Can someone tell me what number is shown on the cover?” “How many dots are there?” Next, we will read the story to the children, pointing out the dots on each page and counting them as we go. After completing the story, we will show students four different index cards that represent ten dots. Asking the students, “In what ways are these dots arranged on the index cards?” we hope to demonstrate the different ways a number can be represented by objects. (Answer: a circle, straight line, base ten, scattered) “How many dots are on each card?” Once students respond that there are ten dots on each card, we will ask them: “Does the way you arrange the dots make the number of dots different?” Next, we will ask,“What are other ways you can use ten black dots to make an object?” We will then give each student a white piece of paper and ten black dot stickers. The students will be directed to place the ten black dots on their paper, arranged in a design that they will color. Examples will be shown by the teacher, as well as references back to the picture book. After students complete their picture, the teachers’ will write a sentence given by the student. (i.e. “Holly used ten black dots to make a caterpillar”) Students will then share their pictures with the rest of the group, counting out their dots to show ten.

Next, students will be asked to listen to a story problem and look at pictures of dots that represent the story. We will ask students questions like, “How many pumpkins did Jessica have to start with?” “How many did her mom give her?” “How many total pumpkins does Jessica have?” The students will be able to see each step represented in front of them with dots. We will also ask students to take turns writing the number of dots underneath the picture and eventually solve the math equation.

Plans for engaging all students and ideas for keeping them on task:

For individuals or students who are very capable, we would invite them to make up their own story problem to contribute to the math equations. We could also ask them to represent the amount of dots for a given story problem and write the numbers for the equation. For individuals or students who catch on slowly, we will take our time more at the beginning of the lesson. We can have individuals take turns counting out the dots on a given page of the picture book, or on the index cards/story problem examples. In order to engage all students in the activity, we will address questions to each of them to allow them opportunity to contribute their ideas and show their understanding (or lack of) the concepts. To help students keep on track, we will ask them to count aloud with us and show us the numbers on their fingers or have them point to the objects.

Closure:

In conclusion, we will refer back to the book Ten Black Dotsand reference to how you can count various objects in your home, classroom, and outdoors. We will also have students look at each others dotty pictures to show how dots can be made into many different designs or arrangements, like the index cards, but still represent the same number objects.Follow up questions will be used with the conclusion as well. For example the teacher can point to the number two and show two dots asking, “Does this number and these dots mean the same thing?”Lastly, we will review the activities we did with the students showing them the various concepts we covered during the lesson.