Click here to download the lesson plan: One Is A Snail.

Thank you to Margaret for sharing. We met because she was teaching workshops on the book. She’s so creative as an educator. I’m her fan and it’s because of her math enthusiasm that I attended my first NCTM conference earlier this year. Love the vibe of the math education world. Just zaps my brain cells and makes me think, smile, and create.

Ah, the halls were festooned with beautiful bumblebees and flowers. A shiny paper mirror said “Look here to see the author.” How wonderful for each student to see a young author in themselves.  We had some of the first art celebration of He’s a Howler: a howler paper quilt. Beautiful!

Many of the students were studying geography. They had done drawings and short writing pieces about the features of continents to go with my continent books.

One classroom did a hilarious counting riff on One is a Snail, Ten is a Crab. They did counting by eyes.

One class analyzed and classified the information in Bumblebee Queen.

Another class created new versions of the fish chant but with ocean fish. They created fish cutouts, wrote reports about features and behavior. Then they drew a fanciful sea/town scene where the fish swam. It was nonfiction with a visual fiction twist, in the spirit of Trout, Trout, Trout. Hooray!

One of my favorites was the bird poetry written by the fourth graders. Using Vulture View as a model, the teacher had created a form with key words and phrases from Vulture View. Students each drew a bird species and filled in what that bird would or would not eat and how it would move. Brilliant.

A highlight of my visit was two small sessions with young authors and illustrators. I will never forget my discussions with them! I hope that Reading Rainbow Book entry goes well.

This is a fine school with energetic educators and students that are excited to learn. The students were well prepared for my visit and worked well together in the assembly setting. The faculty welcomed me. Students and staff have much to be proud of; together they have made an environment for learning. As an author, it was a pleasure to visit.

Thank you, librarian Ms. Brown, for bringing me in to share this joyful place with you.

BUMBLEBEE MATH 

(A mathematical look at The Bumblebee Queen by April Pulley Sayre) 

BEING A MATH DETECTIVE

(Building number literacy and sensitivity) 

After a first read of the book, as a story, look through it again, as a math detective.

Math can help you notice things and connect facts that you see. 

So let’s be math detectives

What to we notice about numbers in the book?

For younger students:

Let’s look through and write down what we see.

(Write down an honor various responses from kids counting.)

(On the cover, we see:

examples that may be suggested by students:)

three flowers on the left (columbine)

six legs on a bumblebee

two wings on a  bumblebee

Three petals on each flower. Three trillium. They are named “tri” for three.

(On the first full spread we see)

Six-sided snowflakes

Four-toed bird feet. 

One chamber where she lives

You could count the number of pieces of grass

You could count the number of trees.

Do you notice there are lots of things to count on each page?

There are many  numbers to notice on each page. 

Let’s try to narrow down what we count. 

Let’s stay as close as possible to the bee and her life.

What numbers that we hear or see are important to her life? 

Let’s read. 

For older students

1) Read the book and write down any numbers mentioned in the text.  If you find them in a sentence, write down the entire sentence.

One way to look for numbers would be to scan the pages quickly for number shapes.

Try that. Does this technique find all the numbers? Why or why not? 

(No. Some numbers may be spelled out in letters. So you will need to read, not just scan. 

Some numbers may not be spelled out. You may need to look for clues to those numbers in the illustrations.)

Answers: examples numbers students may have noted

250 bumblebee species

In 5 days, the eggs hatch. 

The larvae spin cocoons 10-14 days after hatching

In ten days, the cocoons ripen. (Bees emerge.>) 

A bumblebee colony can contain 30-400 bees

Three kinds of bees: queens, workers, drones

USING NUMBERS YOU HAVE GATHERED

CARDINAL NUMBERS/ ORDINAL NUMBERS

How many places did the bumblebee look before she found a place to build her colony?

2

By number, which place did she choose?

The 3rd place she looked. 

Pause to investigate ordinal/cardinal numbers

Cardinal number….denoting quantity  one, two, three, four five.

Ordinal number . . .denoting order 1st, 2nd, 3rd, 4th.

GENERATIONS

Take the figures you have gathered about the bumblebee’s life. Create a timeline, of the days of a bumblebee’s development. 

BUMBLEBEE MATH 

(A mathematical look at The Bumblebee Queen by April Pulley Sayre) 

BEING A MATH DETECTIVE

(Building number literacy and sensitivity) 

After a first read of the book, as a story, look through it again, as a math detective.

Math can help you notice things and connect facts that you see. 

So let’s be math detectives

What to we notice about numbers in the book?

For younger students:

Let’s look through and write down what we see.

(Write down an honor various responses from kids counting.)

(On the cover, we see:

examples that may be suggested by students:)

three flowers on the left (columbine)

six legs on a bumblebee

two wings on a  bumblebee

Three petals on each flower. Three trillium. They are named “tri” for three.

(On the first full spread we see)

Six-sided snowflakes

Four-toed bird feet. 

One chamber where she lives

You could count the number of pieces of grass

You could count the number of trees.

Do you notice there are lots of things to count on each page?

There are many  numbers to notice on each page. 

Let’s try to narrow down what we count. 

Let’s stay as close as possible to the bee and her life.

What numbers that we hear or see are important to her life? 

Let’s read. 

For older students

1) Read the book and write down any numbers mentioned in the text.  If you find them in a sentence, write down the entire sentence.

One way to look for numbers would be to scan the pages quickly for number shapes.

Try that. Does this technique find all the numbers? Why or why not? 

(No. Some numbers may be spelled out in letters. So you will need to read, not just scan. 

Some numbers may not be spelled out. You may need to look for clues to those numbers in the illustrations.)

Answers: examples numbers students may have noted

250 bumblebee species

In 5 days, the eggs hatch. 

The larvae spin cocoons 10-14 days after hatching

In ten days, the cocoons ripen. (Bees emerge.>) 

A bumblebee colony can contain 30-400 bees

Three kinds of bees: queens, workers, drones

USING NUMBERS YOU HAVE GATHERED

CARDINAL NUMBERS/ ORDINAL NUMBERS

How many places did the bumblebee look before she found a place to build her colony?

By number, which place did she choose?

The 3rd place she looked. 

Pause to investigate ordinal/cardinal numbers

Cardinal number—a number denoting quantity  one, two, three, four five.

Ordinal number—a number denoting order 1st, 2nd, 3rd, 4th.

GENERATIONS

Take the figures you have gathered about the bumblebee’s life. Create a timeline, of the days of a bumblebee’s development. 

(Why every Kindergarten, 1st grade, and 2nd grade teacher in Indiana needs her/his own copy ONE IS A SNAIL, TEN IS A CRAB.)    

ONE IS A SNAIL, TEN IS A CRAB provides a fun and creative way to fulfill the standards below. For ideas on how to extend the book to fulfill standards, particularly problem solving, see the projects used by others in the educator’s section. Worksheets of related math problems are also available in the educator’s section.

KINDERGARTEN

Standard 1: Number Sense
Students understand the relationship between numbers and quantities up to 10, and that a set of objects has the same number in all situations regardless of the position or arrangement of the objects.
K.1.1 Match sets of objects one-to-one.
K.1.2 Compare sets of up to ten objects and identify whether one set is equal to, more than, or less than another.
K.1.3 Know that larger numbers describe sets with more objects in them than sets described by smaller numbers.
K.1.6 Count, recognize, represent, name, and order a number of objects (up to 10).
K.1.7 Find the number that is one more than or one less than any whole number up to 10.
K.1.9 Record and organize information using objects and pictures.

Standard 2: Computation
Students understand and describe simple additions and subtractions.
K.2.1 Model addition by joining sets of objects (for any two sets with fewer than 10 objects when joined).
K.2.3 Describe addition and subtraction situations (for numbers less than 10).

Standard 3: Algebra and Functions
Students sort and classify objects.
K.3.1 Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group.
K.3.2 Identify, copy, and make simple patterns with numbers and shapes.

Standard 6: Problem Solving
Students make decisions about how to set up a problem.
K.6.1 Choose the approach, materials, and strategies to use in solving problems.
K.6.2 Use tools such as objects or drawings to model problems.
K.6.3 Explain the reasoning used with concrete objects and pictures.
K.6.4 Make precise calculations and check the validity of the results in the context of the problem.
1st GRADE

Standard 1: Number Sense
1.1.1 Count, read, and write whole numbers up to 100.
1.1.2 Count and group objects in ones and tens.
1.1.3 Identify the number of tens and ones in numbers less than 100.
1.1.4 Name the number that is one more than or one less than any number up to 100.
1.1.5 Compare whole numbers up to 10 and arrange them in numerical order.
1.1.10 Represent, compare, and interpret data using pictures and picture graphs.

Standard 2: Computation
Students demonstrate the meaning of addition and subtraction and use these operations to solve problems.
1.2.1 Show the meaning of addition (putting together, increasing) using objects.
1.2.3 Show equivalent forms of the same number (up to 20) using objects, diagrams, and numbers.
1.2.4 Demonstrate mastery of the addition facts (for totals up to 20) and the corresponding subtraction facts.

Standard 3: Algebra and Functions
Students use number sentences with the symbols +, ˆ , and = to solve problems.
1.3.1 Write and solve number sentences from problem situations involving addition and subtraction.
1.3.2 Create word problems that match given number sentences involving addition and subtraction.
1.3.3 Recognize and use the relationship between addition and subtraction.
1.3.4 Create and extend number patterns using addition.

2nd GRADE

Standard 1: Number Sense
Students understand the relationships among numbers, quantities, and place value in whole numbers up to 100. They understand that fractions may refer to parts of a set and parts of a whole.
2.1.1 Count by ones, twos, fives, and tens to 100.
2.1.2 Identify the pattern of numbers in each group of ten, from tens through nineties.
2.1.3 Identify numbers up to 100 in various combinations of tens and ones.
2.1.4 Name the number that is ten more or ten less than any number 10 through 90.
2.1.5 Compare whole numbers up to 100 and arrange them in numerical order.
2.1.7Identify odd and even numbers up to 100.
2.1.11 Collect and record numerical data in systematic ways.

Standard 2: Computation
Students solve simple problems involving addition and subtraction of numbers up to 100.
2.2.1 Model addition of numbers less than 100 with objects and pictures.
2.2.2 Add two whole numbers less than 100 with and without regrouping.
2.2.6 Use mental arithmetic to add or subtract 0, 1, 2, 3, 4, 5, or 10 with numbers less than 100.

Standard 3: Algebra and Functions
Students model, represent, and interpret number relationships to create and solve problems involving addition and subtraction.
2.3.1Relate problem situations to number sentences involving addition and subtraction.
2.3.2Use the commutative and associative properties for addition to simplify mental calculations and to check results.
2.3.4 Create, describe, and extend number patterns using addition and subtraction.

Standard 6: Problem Solving 
Students make decisions about how to set up a problem.
2.6.1
Choose the approach, materials, and strategies to use in solving problems.
2.6.2 Use tools such as objects or drawings to model problems.
2.6.3 Explain the reasoning used and justify the procedures selected in solving a problem.
2.6.4 Make precise calculations and check the validity of the results in the context of the problem.
2.6.5 Understand and use connections between two problems.

Understanding Standards

Standards are created nationally. For example. in the case of English/Language Arts, the National Standards consist of 12 standards. Each state takes those twelve standards and develops their own objectives to indicate how they intend for those standards to be taught. Then, each school district takes their state’s standards and sometimes defines them even slightly more or determines in which order those standards and objectives will be taught. 

Therefore, the first number is the grade level, the second number is the national standard and the third number is the state objective. For example: 5.1.3 stands for 5th Grade, National Standard #1, and the state’s 3rd objective.

These are keyed to national standards and Indiana’s standards. As you can see from the explanation above, it should be simple to plug in your state’s standards, as needed.

Worksheet Simple Math

Worksheet II Intermediate Math

Worksheet III Advanced Math

Margaret Goldsmith and Margaret Serenevy also contributed the following activity plan to use with One is a Snail, Ten Is a Crab.

one_is_a_snail