2Book Name/Author/Copyright
Root, P. (1998). One Duck Stuck. New York,
NY; Scholastic, Inc.
Martin Jr., B., Sampson, M., & Ehlert, L.
(2006). Chicka Chicka 1-2-3. New York, NY;
Scholastic, Inc.
Carle, E. (1997). The grouchy Ladybug. New
York, NY; Scholastic, Inc.
Burns, M. & Silveria, G. (1994). The greedy
triangle. New York, NY; Scholastic, Inc.
Synopsis
Numbers 1-10 are introduced as different
creatures appear to offer help to a duck who
is stuck in the muck.
Rhyming text introduces the numbers 1-20,
then it moves on to counting by tens from
20-90, skips to 99. Then, it counts backwards
in the same manner when the numbers
tumble down the tree. Finally, the zero
climbs the tree and makes 100.
Through this book, children are introduced to
counting patterns; counting by ones and tens,
as well as backwards.
A grouchy lady bug takes us on a journey
through time as she goes looking to fight
different sized creatures. From this book,
students can learn the concept of time and
size using clocks and pages cut out in
different sizes.
A triangle whos not satisfied with his shaped
askes a shapeshifter to add more sides and
angles to his shape. Children are introduced
to different two dimensional shapes;
polygons.
Common Core Standard(s) addressed
CCSS.Math.Content.K.CC.B.4
Understand the relationship between
numbers and quantities; connect counting to
cardinality.
CCSS.Math.Content.K.CC.A.1
Count to 100 by ones and by tens.
CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given
number within the known sequence (instead
of having to begin at 1).
CCSS.Math.Content.1.MD.B.3
Tell and write time in hours and half-hours
using analog and digital clocks.
CCSS.Math.Content.K.G.A.2
Correctly name shapes regardless of their
orientations or overall size.
CCSS.Math.Content.2.G.A.1
Recognize and draw shapes having specified
attributes, such as a given number of angles
or a given number of equal faces.1 Identify
triangles, quadrilaterals, pentagons,
hexagons, and cubes.
CCSS.Math.Content.1.G.A.1
Distinguish between defining attributes (e.g.,
triangles are closed and three-sided) versus
non-defining attributes (e.g., color,

Neuschwander, C. (1999). Sir Cumference
and the Dragon of Pi. Turtle Books,
Scholastic, Inc.
Alborough, J. (1994). Wheres My Teddy?
Candlewick
Carle, E. (1994). The Very Hungry Caterpillar.
Philomel Books.
The journey of Radius trying to help his father
Sir Cumference turn back into human form
after he has been turned into a dragon.
Introduces math vocabulary, the concept of
Pi, and the relationship between
circumference and diameter.
Eddies discovers his teddy bear has grown
too big, then he meets a real bear facing the
opposite problem his teddy bear shrunk.
Kids can explore the concept of
measurement by comparing the two teddy
bears.
As the caterpillar eats, he enjoys various food
in varying amounts and all the eating causes
him to increase in size. Measurement is
orientation, overall size); build and draw
shapes to possess defining attributes.
CCSS.Math.Content.1.G.A.2
Compose two-dimensional shapes
(rectangles, squares, trapezoids, triangles,
half-circles, and quarter-circles) or three-
dimensional shapes (cubes, right rectangular
prisms, right circular cones, and right circular
cylinders) to create a composite shape, and
compose new shapes from the composite
shape.1
CCSS.Math.Content.7.G.B.4
Know the formulas for the area and
circumference of a circle and use them to
solve problems; give an informal derivation
of the relationship between the
circumference and area of a circle.
CCSS.Math.Content.K.MD.A.1
Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
CCSS.Math.Content.K.MD.A.2
Directly compare two objects with a
measurable attribute in common, to see
which object has "more of"/"less of" the
attribute, and describe the difference. For
example, directly compare the heights of two
children and describe one child as
taller/shorter.
CCSS.Math.Content.K.CC.B.4
Understand the relationship between

Hoban, T. (1987). 26 letters and 99 cents.
New York, NY; Scholastic, Inc.
explored as the caterpillar gets bigger and
bigger; kids can measure and compare the
sizes. Counting the amount of each food item
the caterpillar eats. Graphing the different
foods and the amount of each that was
consumed.
Pictures showing counting to 99 by ones to
30, by fives to 50, by tens to 90, then by ones
numbers and quantities; connect counting to
cardinality.
CCSS.Math.Content.K.CC.B.5
Count to answer "how many?" questions
about as many as 20 things arranged in a line,
a rectangular array, or a circle, or as many as
10 things in a scattered configuration; given a
number from 1-20, count out that many
objects.
CCSS.Math.Content.K.MD.A.1
Describe measurable attributes of objects,
such as length or weight. Describe several
measurable attributes of a single object.
CCSS.Math.Content.K.MD.A.2
Directly compare two objects with a
measurable attribute in common, to see
which object has "more of"/"less of" the
attribute, and describe the difference. For
example, directly compare the heights of two
children and describe one child as
taller/shorter.
CCSS.Math.Content.K.MD.B.3
Classify objects into given categories; count
the numbers of objects in each category and
sort the categories by count
CCSS.Math.Content.1.MD.C.4
Organize, represent, and interpret data with
up to three categories; ask and answer
questions about the total number of data
points, how many in each category, and how
many more or less are in one category than in
another.
CCSS.Math.Content.K.CC.A.2
Count forward beginning from a given

Schwartz, D. M. (1999). If You Hopped Like a
Frog. Scholastic Press.
Mathews, L. (1995). Gator Pie. Sundance
Pubns.
to 99 and in combining coins. Children are
learning to count and get an introduction to
money/coins.
Comparing animals specialized skills with
that of humans, this book introduces ratios
and proportions.
Two gators find a pie; while they are trying to
figure out what kind it is, more and more
gators show up wanting a piece. As the story
unfolds, they must figure out to split the pie
so everyone can have a piece. Explores
fractions.
number within the known sequence (instead
of having to begin at 1).
CCSS.Math.Content.K.CC.B.4
Understand the relationship between
numbers and quantities; connect counting to
cardinality.
CCSS.Math.Content.6.RP.A.3
Use ratio and rate reasoning to solve real-
world and mathematical problems, e.g., by
reasoning about tables of equivalent ratios,
tape diagrams, double number line diagrams,
or equations.
CCSS.Math.Content.3.NF.A.1
Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b
as the quantity formed by a parts of size 1/b.
CCSS.Math.Content.3.NF.A.1
Understand a fraction 1/b as the quantity
formed by 1 part when a whole is partitioned
into b equal parts; understand a fraction a/b
as the quantity formed by a parts of size 1/b.