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Math-terpieces: The Art of Problem-Solving
Author: Gregory Tang
Illustrator: Greg Paprocki
Publisher: Scholastic Press
Copyright: 2003
ISBN: 0-439-44388-1
Number of Pages: 32
Ohio Standards Alignment: Grades 1–4

Math-terpieces uses works of art from the Impressionists to Andy Warhol to provide settings for modeling the addition of numbers. The artwork and poems provide information about the artist and the painting.  Each poem ends with a challenge to the reader to find a specific number of different combinations that equal a distinct number, 7-10.  Each number can be represented in several ways, using two or more addends. This book provides an excellent opportunity for children to practice composition and decomposition of numbers.  The solutions are shown at the end of the book along with Art Notes about the styles of painting.  What a wonderful book to introduce art appreciation into the mathematics classroom! 

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How to Use This Book
Highlights and Insights
Related ORC Resources
Ohio Standards

 


How to Use This Book

  • Read the book and have the children complete the tasks presented in each poem.
  • For children who are tactile learners, the groups of items in the book could be copied onto cardstock and cut apart. These children could physically group the items and find equal groups as necessary. (Trade a group of 4 eyes for a group of 3 eyes and 1 eye.)
  • Students who can visualize multiple groupings can ring these groups using different colored markers on photocopies of the book pages.
  • Students can also use numbers to list the solutions to each poem. Discussion about trading numbers (3 is the same as 2 + 1) will help students understand composition and decomposition of numbers.

Highlights and Insights

  • The most important aspect of this book is that there are various sums of smaller numbers that equal a given number.
  • Combinations modeled by the illustrations will help students who are not yet ready to figure the sums just using numbers.
  • Finding a variety of ways to combine sets allows students to develop efficient counting strategies, which generalizes to column addition later on.

Related ORC Resources

Picture This
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ORC# 1143
Resource Information
Resource Type: Lessons
Discipline: Mathematics
Grades: Grades 2–3
Professional Commentary: Students write addition and subtraction number sentences that could describe a picture of two distinct sets of similar objects. Once they identify all the number sentences that could describe a given picture, they then conduct a survey to see whether people of different ages tend to use different number sentences to describe the same picture....
Begin With Buttons 5: Numbers Many Ways
View Full RecordAdd to My ORC Collection
ORC# 4270
Resource Information
Resource Type: Lessons
Discipline: Mathematics
Grades: Grades K–1
Professional Commentary: Students find all the ways 7 can be expressed as the sum of two numbers. They then write fact families of addition and subtraction sentences for 7....
Do It with Dominoes 6: Finding Fact Families
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ORC# 4314
Resource Information
Resource Type: Lessons
Discipline: Mathematics
Grades: Grades K–2
Professional Commentary: Students find different dominoes that have the same total number of spots. They write fact families for each of the different dominoes....
Sum Search
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ORC# 4315
Resource Information
Resource Type: Lessons
Discipline: Mathematics
Grades: Grades K–2
Professional Commentary: Students play a game of concentration with dominoes to find all the ways 5, 6, 7, and 8 can be decomposed into sums. They use an online calculator and hundred board to reinforce the decompositions....

Ohio Standards

Number, Number Sense and Operations Standard
    Benchmarks (K-2)
    G. Model, represent and explain addition as combining sets and counting on.
    K. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.
    Benchmarks (3-4)
    B. Recognize and generate equivalent representations for whole numbers, fractions and decimals.
    Grade Level Indicators (1)
    2. Recognize and generate equivalent forms for the same number using physical models, words and number expressions; e.g., concept of ten is described by "10 blocks", full tens frame, numeral 10, 5 + 5, 15 - 5, one less than 11, my brother's age.
    15. Demonstrate that equal means the same as" using visual representations.
    Grade Level Indicators (3)
    1. Identify and generate equivalent forms of whole numbers; e.g., 36, 30 + 6, 9 x 4, 46 - 10, number of inches in a yard.