##
* *Reflection: Routines and Procedures
Mathematics and Literature - Section 2: Literature in Math

By third grade, most of my students have a joy of reading. The joy is important to this lesson, so I make sure to have books at students' reading levels.

Students often compartmentalize their learning, keeping each subject as a separate entity. I want my students to see that they can use their strengths in all subjects to help them learn new things.

This activity allows me to demonstrate a few key ideas. First, math is everywhere and is worth reading and writing about. Second, I am showing students that the topics and concepts they learn in school are linked together. Math with reading, reading with writing, math with writing, math with science, and so forth. I also use literature to help open a student to "talking" about math, because talking about a book they read is a great way of creating a safe, shared, environment. It is critical for students to grow as thinkers who are not afraid of "doing" math, but rather, can find joy in the patterns and problem/solution events of their real world.

*Why Books?*

*Routines and Procedures: Why Books?*

# Mathematics and Literature

Lesson 5 of 5

## Objective: Students will be able to discuss the math they "see" in a piece of literature.

## Big Idea: Students love to talk about what they read. Use literature to begin growing mathematical thinkers and communicators.

*35 minutes*

#### Literature in Math

*25 min*

One of my favorite activities is to pull out my math book box from the classroom library. If you don't have something like this, you may ask your librarian to pull books from your media center.

I begin the lesson by reading a few pages of one of the books from the box and simply ask the students, "*What math do you see?" "Turn and tell your partner." *I think it is important for students to see that math is everywhere, not only in a math text with algorithms and problems to solve. Reading these books and hunting for math is a sure fire way to engage students as lifelong mathematicians.

*Students, today I would like you to choose a book from the math literature box and enjoy reading it silently to yourself or with one partner. I will ask you later to share what math you see in the book. Some of them are tricky, so read and look carefully! Later in the year, you will be journaling about these wonderful stories. Also, remember, as you finish work in our classroom, these books are always available to read!*

While students are reading and exploring, I will move around the room and engage in conversations with them. As this is the start of the year, I find out a great deal of important information about my students as math learners by listening to their thinking, observations, and even noticing their level of excitement. It is like taking a math inventory!

This student worked with me to dig deeper and I found an opportunity to "on the spot" teaching of ordinal numbers!

This video shows that not all math is apparent. This student needed some prompting to look in a different way. There is much more math than we even got to in this session.

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#### Closing

*10 min*

To close this session, I ask students to journal about a book they enjoyed and to give examples of what math they noticed. Some of the books, such as *One White Sail* were not as clearly math related as others. Writing about the struggle of this activity is just as important as the actual reading of the books.

#### Resources

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- UNIT 1: Developing Mathematical Practices
- UNIT 2: Understanding Multiplication
- UNIT 3: Using Multiplication to Find Area
- UNIT 4: Understanding Division
- UNIT 5: Introduction To Fractions
- UNIT 6: Unit Fractions
- UNIT 7: Fractions: More Than A Whole
- UNIT 8: Comparing Fractions
- UNIT 9: Place Value
- UNIT 10: Fluency to Automoticity
- UNIT 11: Going Batty Over Measurement and Geometry
- UNIT 12: Review Activities