## Extensions and Adaptations

-Generate a “text to text” connection between the book Zero and the book One.

-Orally retell story in sequential order.

-Discuss the author’s craft of using numbers as the characters.

-What was the problem in the story? How was it solved?

-Orally retell story in sequential order.

-Discuss the author’s craft of using numbers as the characters.

-What was the problem in the story? How was it solved?

## Related Links and Resources

**National Standards**

*Math Standards/Skills*

1.NBT-2 Understand that the two digits of a two-digit number represent amounts of tens and ones.

1.NBT-2a 10 can be thought of as a bundle of ten ones-called a “ten”

1.NBT-2b The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.

1.NBT-2c The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).

1.NBT-3 Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, <.

2.NBT-1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones.

2.NBT-1a 100 can be thought of as a bundle of ten tens-called a “hundred”.

2.NBT-1b The numbers 100,200, 300, 400, 500, 600, 700, 800, 900, refer to one, two, three, four, five, six, seven, eight, or nine hundreds

2. NBT-4 Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, < symbols to record the results of comparisons.

*Writing Standards/Skills*

1-4.1 Generate ideas for writing by using techniques (for ex, participating in conversations and looking at pictures).

1-4.2 Use simple sentences in writing.

2-5.1 Create written communication to inform a specific audience

*Reading Standards/Skills*

1-1.1 Summarize the main idea and supporting evidence in literary text during classroom discussion.

1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.

1-1.6, 2-2.6 Explain how elements of author’s craft affect the meaning of a given literary text.

1-1.8 create responses to literary texts through a variety of methods (for example, writing, creative dramatics, and the visual and performing arts).

1-1.9 Classify a text as either fiction or nonfiction

1.3-2 Identify base words and their inflectional endings

1-3.20 Use pictures and words to construct meaning.

1-3.22 Know the parts of a book

2-1.5 Analyze a narrative text to identify char., setting and plot

2-3.2 Construct meaning through a knowledge of base words, prefixes & suffixes

*Social Studies Standards/Skills*

1-6.3 Identify ways that families and communities cooperate and compromise in order to meet their needs and wants.

**Other Suggested Reading**

*One*by Kathryn Otoshi (KO Kids Books, 2008)

*A Place for Zero: A Math Adventure*by Angeline Sparagna Lopresti and Phyllis Hornung (Charlesbridge Publishing, 2003)

*Earth Day -- Hooray!*by Stuart J. Murphy (HarperCollins; 1 edition, 2004)

*One Hundred Hungry Ants*by Elinor J. Pinczes (Sandpiper, 1999)

*From One to One Hundred*by Teri Sloat (Puffin, 1995)

*Unique Monique*by Maria Rousaki and Polina Papanikolaou (Kane/Miller Book Publishers, 2008)

*Spaghetti in a Hot Dog Bun: Having the Courage to Be Who You Are*by Maria Dismondy (Making Spirits Bright: One Book At A Time; Reprint edition, 2008)

*Howard B. Wigglebottom Listens to His Heart*by Howard Binkow (Lerner Publishing Group; 1st edition, 2008)

*The Cheerios Counting Book*by Barbara Barbieri McGrath (Cartwheel Books [Scholastics],1998)

*Can You Count to a Googol?*by Robert E. Wells (Albert Whitman & Company, 2000)

## Credit

Judy Rainey and Stephanie Wallace, Berkeley Elementary School