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Cardinal Numbers: An Ohio Counting Book
Author: Marcia Schonberg
Illustrator: Bruce Langton
Publisher: Sleeping Bear Press
Copyright: 2002
ISBN: 1-58536-084-8
Number of Pages: 40
Ohio Standards Alignment: Grades K–2

This counting book begins a journey through Ohio by counting 1 Goodyear blimp, 2 horses pulling a boat on the Erie Canal, and continuing up to 14 shiny whistles made in Columbus.  Not only do readers get to count the objects on each page, but the teacher can read aloud the paragraphs in the margins that are full of interesting facts about Ohio.  Students will also enjoy looking for the buckeyes hidden throughout the book.  In addition to the counting pages, at the end of the book are ten Ohio mathematical problems to solve or think about.   

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

 


How to Use This Book

  • The book could serve as a resource when students move from counting concrete objects to the pictorial counting of objects.
  • For older students, the factual information given in the margins could serve as a basis for mathematics problems.
  • A time line of events could be created using the information given in the book.
  • This book can be used to integrate social studies and mathematics.
  • The book could also introduce second graders to multiplication. As an example, 3 is represented in the book with three petals on a flower. However, there are several flowers, thus sets of 3 are occurring multiplicatively.
  • After reading the book, students could make their own counting book by drawing pictures of things in their specific part of Ohio, such as 1 oak leaf, 2 lady bugs, and so on.

Highlights and Insights

  • Counting objects is one of the essential first steps in mathematics. Students can count the objects, and at times there are multiple sets of the count, which provides a bridge from counting to repeated addition and into multiplication.
  • When students are finding all of the buckeyes on each page they are strengthening their visual skills.
  • The word problems at the end can be used to encourage thinking, communication skills, and teacher/student interaction.

Related ORC Resources

Begin with Buttons 1: Button Trains
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ORC# 4266
Resource Information
Resource Type: Lessons
Discipline: Mathematics
Grades: Grades PreK–Kindergarten
Professional Commentary: In this lesson, students make button trains and describe order using vocabulary such as before, after, and between. They describe position using ordinal numbers up to 10....
Let's Count to 20
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ORC# 3759
Resource Information
Resource Type: Lessons
Discipline: Mathematics
Grades: Grades K–1
Professional Commentary: This six-lesson unit features activities in various modalities in which students work with progressively larger sets containing 10-20 elements. They count the elements, write numerals, and make sets with more or fewer elements....
All About Multiplication 2: Exploring Equal Sets
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ORC# 4345
Resource Information
Resource Type: Lessons
Discipline: Mathematics
Grades: Grades 3–4
Professional Commentary: Students listen to the counting story, What Comes in 2's, 3's, & 4's, and then use counters to set up multiple sets of equal size. They fill in a table listing the number of sets, the number of objects in each set, and the total number in all....

Ohio Standards

Number, Number Sense and Operations Standard
    Benchmarks (K-2)
    F. Count, using numerals and ordinal numbers.
    I. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.
    Grade Level Indicators (K)
    3. Count to twenty; e.g., in play situations or while reading number books.
    Grade Level Indicators (1)
    13. Model and represent multiplication as repeated addition and rectangular arrays in contextual situations; e.g., four people will be at my party and if I want to give 3 balloons to each person, how many balloons will I need to buy?
    Grade Level Indicators (2)
    7. Model, represent and explain multiplication as repeated addition, rectangular arrays and skip counting.