Title: Zero
Written And
Illustrated by: Kathryn Otoshi
Recommended Grade
Level: Grades 2-5
Common Core Standards:
CCSS.MATH.CONTENT.2.NBT.A.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
CCSS.MATH.CONTENT.2.NBT.A.1.B
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
CCSS.MATH.CONTENT.3.NBT.A.1
Use place value understanding to round whole numbers to the nearest 10 or 100.
Use place value understanding to round whole numbers to the nearest 10 or 100.
CCSS.MATH.CONTENT.4.NBT.A.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
CCSS.MATH.CONTENT.5.NBT.A.1
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left.
CCSS.MATH.CONTENT.5.NBT.A.2
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.
Summary: Anthropomorphized
Zero feels as though she does not count, since her value is nothing. With the
help of the other digits, Zero discovers her own worth when she realizes that
she can work with other numbers to hold the place of the ones, tens, hundreds, etc.
giving them a much higher number when they stand together.
Rating: ***** (5 out of 5 stars) I loved
this book because zero is conceptually very difficult and its meaning is hard
to articulate. Indeed, mathematicians did not use it for calculations until the
end of the first millennia CE. This book is unique, in that it is one of the
few to address this challenging concept that is often a source of
misunderstanding for children.
Classroom Ideas: I
think that this book could be used to introduce any of the standards involving
numbers in base ten. I think that older students would enjoy the wordplay more,
but it could be used with children in second grade and they begin to explore
the concept of place value. I think that in my own fourth grade classroom, it
would be very helpful at the beginning of the year as students are asked to
model place value relationships and describe the value of a digit as ten times
the value of the digit to the right. Since understanding of place value
underlies the algorithms for computation it is essential that students gain
mastery of place value relationship early on. Students will also engage with
the mathematical practice “look for and make use of structure” as they read the
text about our place value system.
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