The children then created their own Jack the Builder experiences by starting with three blocks and building a shape. As we continued, I told the students each time the number of blocks to add. We would count on to determine how many blocks we had now, and what each new shape could represent. We finished by playing a dice game. Starting with one block in a pile, the children took turns rolling a large die, using the number that came to add blocks to the pile, and counting on in French to find the total number of blocks. Storybooks are excellent tools for fostering a link between literature and mathematical ideas.
In our learning groups this week, we have been using Stuart J. Murphy’s book, Jack the Builder, to introduce and reinforce several math and language concepts. In the story, a boy starts with just two blocks which he uses to create a robot. As the story unfolds, Jack adds additional blocks to his initial structure, gradually transforming his creation into a hotdog stand, ferryboat, air traffic control tower, skyscraper, and a rocketship. As we read, we used a number line to count on to find out how many blocks Jack had used so far. This concept of counting on is a strategy that the children will use in subsequent grades to solve addition problems.
The children then created their own Jack the Builder experiences by starting with three blocks and building a shape. As we continued, I told the students each time the number of blocks to add. We would count on to determine how many blocks we had now, and what each new shape could represent. We finished by playing a dice game. Starting with one block in a pile, the children took turns rolling a large die, using the number that came to add blocks to the pile, and counting on in French to find the total number of blocks. Storybooks are excellent tools for fostering a link between literature and mathematical ideas.
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