Book
Name/Author/Copyright
McGrath, B. B. (1994). The M
& M's brand candies counting
book. Watertown, MA:
Charlesbridge.
McGrath, B. B., & Glass, R.
(2001). More M & M's brand
chocolate candies math.
New York: Scholastic.
Pallotta, J., & Bolster, R.
(2006). The addition book.
New York: Scholastic.
Synopsis
This book teaches counting
1-12 using M&Ms. It When counting objects, say the number
also allows students shapes
such as a circle, square,
and triangle. The book also
takes about sets of
numbers.
This book covers
estimation, simple
graphing, factoring,
multiplication, problem
solving and division. Each
page is filled with numbers
and M&Ms. objects are partitioned into equal shares of
This is a fun addition book.
The book gives students
some math vocabulary and
the symbols associated.
Common Core Standard(s) addressed
CCSS.MATH.CONTENT.K.CC.B.4.A
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.3.OA. A.2
Interpret whole-number quotients of
whole numbers, e.g., interpret 56 8 as
the number of objects in each share when
56 objects are partitioned equally into 8
shares, or as a number of shares when 56
8 objects each. For example, describe a
context in which a number of shares or a
number of groups can be expressed as 56
8.
CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled
bar graph to represent a data set with
several categories. Solve one- and two-
step "how many more" and "how many
less" problems using information
presented in scaled bar graphs. For
example, draw a bar graph in which each
square in the bar graph might represent 5
pets.
CCSS.MATH.CONTENT.1.NBT.C.4
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.
Williams, R. L. (2001). The
coin counting book.
Watertown, Mass.:
Charlesbridge
Goldstone, B. (2010). Great
estimations. New York:
Square Fish.
Carle, E. (1998). 1, 2, 3 to the
zoo: A counting book (Rev.
ed.). New York:
Paperstar/Putnam &
Gosset.
Shaskan, T. S., & Dillard, S.
(2009). If you were a divided-
by sign.
Minneapolis, Minn.:
Picture Window Books.
Neuschwander, C., & Langdo,
B. (2009). Mummy math: An
adventure in geometry. New
York: Square Fish.
This book is about money.
It targets nickels, dimes,
quarters. It allows students
to count coins in groups.
For instance one page
students count groups of
ten pennies to make a
dollar.
This book is about
estimation. This book ask
the audience questions,
which engage student
interactions. Students guess
how many macaroni or
how many people are in the
wave pool.
This book has no words but
uses the numbers of objects
on a train. Each page is
filled with different zoo
animals. Adding on more
on each page.
This book uses animals to
discuss dividing. The book
uses everyday items that
students would encounter
with every day. This book
also includes and activity
for readers to complete. It
also includes a glossary
and additional resources.
This book takes place in
Egypt. Matt and Bibi are
summoned to and ancient
pharaoh. They get trapped
and have to use geometric
shapes to escape.
CCSS.MATH.CONTENT.2.MD.C.8
Solve word problems involving dollar
bills, quarters, dimes, nickels, and
pennies, using $ and symbols
appropriately. Example: If you have 2
dimes and 3 pennies, how many cents do
you have?
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round
whole numbers to the nearest 10 or 100.
CCSS.MATH.CONTENT.3.NBT.A.2
Fluently add and subtract within 1000
using strategies and algorithms based on
place value, properties of operations,
and/or the relationship between addition
and subtraction.
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.
CCSS.MATH.CONTENT.3.OA.A.2
Interpret whole-number quotients of
whole numbers, e.g., interpret 56 8 as
the number of objects in each share when
56 objects are partitioned equally into 8
shares, or as a number of shares when 56
objects are partitioned into equal shares of
8 objects each. For example, describe a
context in which a number of shares or a
number of groups can be expressed as 56
8.
CCSS.MATH.CONTENT.1.G.A.2
Compose two-dimensional shapes
(rectangles, squares, trapezoids, triangles,
half-circles, and quarter-circles) or three-
dimensional shapes (cubes, right
rectangular prisms, right circular cones,
and right circular cylinders) to create a
composite shape, and compose new
shapes from the composite shape.1
Adler, D. A., & Tobin, N.
(1998). Shape up! New York:
Holiday House.
Murphy, S. J., & Avril, L.
(2005). Shark swimathon. New
York:
HarperCollinsPublishers.
This book helps students
understand polygons. The
book useses terms such as
scalene tragle,
quadrilateral, right angle,
parallelogram and more.
The book gives great
visuals using common
items.
This book is about a team
of sharks who want to go
to swim camp. A local
newspaper has offered to
pay for anyone who
completes 75 laps. Their
coach writes down their
goal and subtracts every
lap they complete. With
only four days the sharks
work hard to complete the
goal.
CCSS.MATH.CONTENT.4.G.A.1
Draw points, lines, line segments, rays,
angles (right, acute, obtuse), and
perpendicular and parallel lines. Identify
these in two-dimensional figures.
CCSS.MATH.CONTENT.4.G.A.2
Classify two-dimensional figures based
on the presence or absence of parallel or
perpendicular lines, or the presence or
absence of angles of a specified size.
Recognize right triangles as a category,
and identify right triangles.
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.