students, educators have had to become highly resourceful at integrating these

subjects with reading instruction. But, teachers have found it much more

difficult to integrate other content areas with mathematics, especially in the

upper elementary grades, according to a recent article in The Social

Studies.

"In our experiences in working with upper-elementary teachers, we have

observed that other content areas are hardly, if ever, mentioned during the

mathematics period," write Leah Kinniburgh and Kelly Byrd.

In the early grades, a popular book for integrating math and reading is "The

Ten Black Dots." a book that introduces the mathematical concept of geometry by

showing how black dots or circles illustrate things that surround us such as the

sun, eyes, stones, etc. But, as math concepts become more complex, teachers find

it more and more difficult to integrate math with other content areas, even

reading.

In this article in The Social Studies, researchers show how "The Ten

Black Dots", generally taught in the early primary grades, was used to teach

4th-6th-graders about September 11 in a lesson that integrated social studies,

reading and math. In the lesson, researchers used another book called "September

11, 2001: Attack on New York City," which is recommended for ages 11 and up.

The lesson began with informal questions about September 11 and with a

discussion about students' knowledge of the event. These students were 4- and

5-years old in 2001, so their knowledge came from what their parents had told

them and from what they had seen on the news in the years that followed, the

researchers write. Their comments were recorded on chart paper. The comments

included the following: "Terrorists flew airplanes into the buildings in New

York," "people ran out of the buildings screaming," and "lots of people died."

The regular school teacher and class continued to read the book throughout the

week.

After an introduction to the topic, the students were introduced to the book,

"Ten Black Dots". The students were asked to look around the classroom to find

circle-shaped objects such as desk legs, eyelets of their sneakers, doorknobs,

etc. Then they were given 10 black Avery self-sticking dots and told to create a

picture about September 11 using as many as 10 dots or as few as one dot. Their

pictures had to include a description as well as the number, written both as a

word and numeral, of the black dots used.

Use of black dots
One student used black dots to signify the

windows on the first tower hit by airplanes; another used a dot for the nose of

one of the airplanes, another for the eyes of children crying. Students

responded very positively to the integrated lesson and were proud of the work

they created, the researchers say.

The activity could be modified to teach any event in U.S. history, the

researchers write. Not only does it make efficient use of one class period to

teach social studies as well as reading and math, but it also helps students

find meaning and purpose in the mathematical principles being presented and to

make them more motivated in learning math.

"Quality children's literature can be used to create a positive environment

for learning mathematics and can bring it to life in the classroom," the

researchers write. "It can make the abstract become concrete and can engage

students who suffer from math anxiety."

When searching for literature to use in teaching math in the upper grades,

teachers should remember that they can go beyond the recommended age group for

the book, the researchers write.

"We have found that picture books intended for primary grades can be used

effectively in upper grades to extend mathematical concepts that are abstract to

students," the researchers write.

"Ten Black Dots and September 11: Integrating Social Studies and

Mathematics Through Children's Literature," by Leah Kinniburgh and Kelly Byrd,

The Social Studies, January/February 2008, pp. 33-48.