2. Although it may be hard for you to believe, all of us adults used to be
students just like you are now. This includes me! I know when I was a
student in your shoes math didn’t always come easy to everyone, again
including me! While some students just “get it” others may need a little
bit more time to understand the basics. And as much as you might want
it to, math won’t just go away as your get older! It will always be
around building and building upon what you have already learned. This is
why I know it is so important for you to learn multiplication and start
to see and understand some of its applications or uses. If you do this,
when you are done with 4th grade and move on to 5th, you will have your
times tables memorized and will feel confident that you are ready to
build upon your math skills.
A lot of students don’t like math because they often approach it from
the same way, usually with a worksheet. So if you are having a hard
time understanding the concept from one angle, no matter how many
worksheets you do, you will probably still have difficulty with it. In
this text set I have provided you with literature as an alternative way
for you to visually see and work with multiplication and apply it to
situations where it will be useful. I hope you enjoy all these texts in
this set and more importantly I hope you give yourself the opportunity
to learn multiplication and gain the confidence you need to tackle all
the math the future holds! Good luck! You can do it!
Kristin Rodriguez
Someone who’s been there too!

4. Math Science English, Language Arts,
and writing
2.4 B represent multiplication and 3.2 B collect and record data 3.1 Reading/Fluency. Students
division situations in picture, by observing and measuring, read grade-level text with
word, and number form using the metric system, and fluency and comprehension.
using descriptive words and Students are expected to read
numerals such as labeled aloud grade-level stories with
drawings, writing, and fluency (rate, accuracy,
concept maps; expression, appropriate
phrasing) and comprehension
2.4 C recall and apply 3.2 C construct simple 3.3A summarize and explain
multiplication facts through 12 x tables, charts, bar graphs, the lesson or message of a work
12; and maps using tools and of fiction as its theme; and
current technology to
organize, examine, and
evaluate data;
2.4 D use multiplication to solve 3.2 D analyze and interpret 3.4 Reading/Comprehension of
problems (no more than two digits patterns in data to construct Literary Text/Poetry. Students
times two digits without reasonable explanations understand, make inferences
technology); based on evidence from and draw conclusions about the
investigations structure and elements of
poetry and provide evidence
from text to support their
understanding. Students are
expected to explain how the
structural elements of poetry
(e.g., rhyme, meter, stanzas,
line breaks) relate to form
(e.g., lyrical poetry, free verse).
2.6 A use patterns and 3.2 F communicate valid 3.11 A summarize the main idea
relationships to develop conclusions supported by and supporting details in text in
strategies to remember basic data in writing, by drawing ways that maintain meaning;
multiplication and division facts pictures, and through verbal
(such as the patterns in related discussion.
multiplication and division number
sentences (fact families) such as
9 x 9 = 81 and 81 ÷ 9 = 9)
2.6 B use patterns to multiply by 3.13 A determine the sequence
10 and 100 of activities needed to carry
out a procedure (e.g., following
a recipe);
2.11 A estimate and use 3.16 A write imaginative stories
measurement tools to determine that build the plot to a climax
length (including perimeter), area, and contain details about the
capacity and weight/mass using characters and setting;
standard units SI (metric) and
customary
2.11 B perform simple conversions 3.17 Writing. Students write
between different units of length, about their own experiences.
between different units of Students are expected to write
capacity, and between different about important personal
units of weight within the experiences.
customary measurement system
4.14 A identify the mathematics
in everyday situations

5. Annotated Bibliography
An V. “Get Some Sleep!” TIME FOR KIDS. 8,October, 2010. Vol#16 Issue #5.
http://www.timeforkids.com/TFK/teachers/ns/article/0,27972,2023284,00.html
Anno, Ma., & Anno, Mi. (1983). ANNO’S MYSTERIOUS MULTIPLYING JAR. NY. Philomel
Books.
Davidson, L.L. “Biggest Chocolate Bar Ever.” SCHOLASTIC NEWS online. 27, September
2010. http://www2.scholastic.com/browse/article.jsp?id=3754967&FullBreadCrumb
Hutchins, P. (1986). The Doorbell Rang. NY: Greenwillow Books
http://mathplayground.com/ (2008).
Mathews, L. (1990). BUNCHES AND BUNCHES OF BUNNIES. NY. DOD,MEAD &
COMPANY
Mr. R. (2009). My Dog, Multiplication. “Mr. R’s World of Math.” http://mathstory.com/Poems/
mydogmul tiplication.aspx
Mr. R. (2009). Multiplying by Hen. “Mr. R’s World of Math.”
http://mathstory.com/Poems/multiplybyhen.aspx
Petti, W. Copyright 2000-2010. http://www.mathcats.com
Schwartz, D. (1993). How Much is a Million? NY: Lothrop, Lee & Shepherd Books.
Schwartz, D. (2003). MILLIONS RO MEASURE. NY. Harper Collins.
Tang, G. (2002). The Best of Times. NY. Scholastic Press.

6. Book: Anno, Ma., & Anno, Mi. (1983). ANNO’S MYSTERIOUS MULTIPLYING JAR. NY.
Philomel Books.
Genre: Juvenile Fiction
Synopsis: This book is about a jar. This mysterious jar appears to have water inside, but
when you look closer there is actually a whole sea inside. In that sea there is an island.
On that one island there are two countries. On each of those two countries there are
two mountains. On each of these mountains (six in total) there are four kingdoms. This
pattern continues throughout the story. Once the final item is reached, it is up to reader
to find out how many in total of the item are there? The second half of the book goes
back to the beginning and walks through the story again, only this time showing the
math step by step so you can find the answer.
TEK: Math: 2.4 B, 2.4 C, 2.4 D, 4.14 B, 4.14 C, 4.14 D. English, Language Arts, and
Reading: 3.16 A.
Reading Strategy: Interactive read aloud. (Teacher) Read the book aloud to the
students. Although it may appear simple, the students may need help comprehending
how the multiplication follows through all the steps of the story. Walk then through and
explain step-by-step after you have read through the book once.
Additional Activity: (Student) Create your own “multiplying jar.” Write a story using the
same multiplying principles used in the book. Be creative. Your story can start with any
enclosed object you choose, jar, box, jug, basket, etc. and can end wherever you
choose. Include at least 10 steps in your story and show the math at the bottom of the
page along the way.

7. Teacher Tidbit: You could use the additional activity as a reading/writing lesson and
complete it together as a class or in groups. Each group could create their own book
with drawings on large paper and everyone could present it to the class upon
completion.

8. Book: Hutchins, P. (1986). The Doorbell Rang. NY: Greenwillow Books.
Genre: Juvenile fiction.
Synopsis: Ma has just given Victoria and Sam a yummy plate of cookies she has made
for tea when the doorbell rings. Some friends have stopped by just in time for cookies!
Everyone is admiring how delicious the cookies look and smell when the doorbell rings
again and again. With each ring of the doorbell each child will get less cookies than
before. Soon there looks like there are more friends than cookies and the doorbell rings
again! What will the children do? Hide their cookies? Leave the door unopened?
TEKS: Math TEKS: 2.4 C, 2.4 D, 4.14 A, 4.14 B, 4.14 C, 4.14D. Language Arts, and
Reading TEKS: 3. 3 A, 3.17. Science: 3.2 B.
Reading Strategy: Quick write. (Student) After reading this story, write a paragraph
about when you had to share something with a sibling or a friend. Did you want to
share? How did it make you feel? How do you think it made your sibling/friend feel?
Additional Activity: (Student) Find your favorite cookie recipe, either from a cookbook or
ask a family member. Count how many kids you have in your class and decide how
many cookies each student will have. Then double or even triple the recipe if needed.
Show all the math work to how you reached the new recipe that would feed your class.
Teacher Tidbit: This would be a good book to use to help introduce measurements. You
could bring in flour or sugar and have the students practice measuring in cups and
tablespoons and teaspoons. The students could also measure liquids (water or oil) in
liters or cups. If allowed by the school, cookies would be a fun follow-up treat!

9. Book: Schwartz, D. (2003). MILLIONS TO MEASURE. NY. Harper Collins.
Genre: Juvenile nonfiction.
Synopsis: This is another book with Marvelosissimo the Mathematical Magician. Some
children want to have a race but don’t know how to decide where to race to, so they ask
Marvelosissimo. The math magician takes them on a fun journey back through time to
see how people long ago decided how to measure things. They learn about what people
first used to measure distance, height, weight, volume, etc. The children learn about
depending on the item they are measuring they may use different units. They also learn
how these units relate to each other, such as kilo and kilogram. If you want to see
where all the measurements that you’ve heard about came and how to use them, this is
the book for you!
TEKS: Math: 2.11 A, 2.11 B, 4.14 A. English, Language Arts, and Reading: 3.1., 3.11
A., 3.13 A. Science: 3.2 B, 3.2C.
Reading Strategy: KWL. (Teacher) This strategy could be done as a class or
individually. Create a three-column chart. The first column should be labeled with a “K”
for “Know” the second with a “W” for “Want to know” and the last with “L” for “Learned.”
So first write down everything you know about measurement. List all the types of
measurements that you can think of. Describe when those measurements are used.
Then come up with at least three questions that you would like to know about
measurements. Then once the book is read, see if any of your questions were
answered. Then make a new list under the learned column of five new things about
measurement that were learned.
Additional Activity: (Student) Go around the room and estimate to the nearest inch how
tall you think any ten items are. Then check your estimations with a ruler. Then convert
your measurement to centimeters. Create an organized chart to store all your data.
Teacher Tidbit: Breaking this book up into sections could also be beneficial to go more
in depth in each of the units of measurement.

10. Book: Tang, G. (2002). The Best of Times. NY. Scholastic Press.
Genre: Juvenile Nonfiction.
Synopsis: If you need help learning your multiplication tables, this is the book for you.
This book has a fun and easy rhyme to help you remember the rules of multiplication
starting from zero all the way up to the number ten. This book is bright and colorful with
great illustrations. The pictures are of silly animals to make things even more exciting
and memorable. This is a great alternative to the monotonous memorization. If you are
only in need of a review this book can help you too. The last couple of pages breaks
down each number and shows you how the riddle works mathematically. With this book
anyone can learn their “times tables.”
TEKS: Math: 2.4 B, 2.4 C, 2.4 D, 2.6 A, 2.6 B. English, Language Arts, and Reading:
3.13
Reading Strategy: Tea party. (Teacher) Make one copy each for each set of
multiplication clues and create stations with one number at each station. Have students
go around to each station in small groups or pairs. Have then reread that particular
page and study how to multiply by that station’s number. Then have the students take
turns asking each other multiplication questions of that number. Rotate around the room
until every student goes to every station and has a chance to practice their multiplication
tables from zero to ten.
Additional Activity: Choose one of the multiplication riddles and create your own
drawing.
Teacher Tidbit: As with most things some students may struggle with this more than
others. For those struggling students, allow more practice time. They may need to write
out the math from each riddle to get to the final answer or may require extra practice.

11. Book: Schwartz, D. (1993). How Much is a Million? NY: Lothrop, Lee & Shepherd
Books.
Genre: Juvenile Nonfiction.
Synopsis: A group of children are traveling around in a hot air balloon with
Marvelosissimo the Mathematical Magician as he tries puts into proportion the quantity
of a million. Marvelosissimo takes everyday things like children, goldfish, and stars and
talks about what it would be like to have a million of them. If you ever wondered what a
million goldfish would look like, this book is for you! Marvelosissimo not only shows what
it would look like to have a million of these objects but he puts a picture of a child next to
it, to help keep it proportionate. Just to keep things interesting, at the end some of the
items are discussed in billions, and even trillions! Do you know how long it would take
you to count from one to one trillion? Read this book and you will learn!
TEK: Math: 2.6 B, 4.14. A. English, Language Arts, and Reading. 3.11 A.
Reading Strategy: Anticipation Guide. (Student) In your notebook, you will write down
how much YOU think a million is. Use common things to make your comparisons to. If a
million children climbed up on top of each other, how tall do you think they would be? If
you had a billion goldfish how big would your tank need to be to hold them? How long
would it take you to count from one to one million? To one billion? To one trillion? After
reading the text, go back and compare your answers to what was learned in the book.
Write down the correct answers from the book. Were you close?
Additional Activity: (Student) The teacher has a guessing jar. Before reading this book,
guess how many items you think are in each jar. After reading you can change your
guess or keep it the same. Then ask the teacher for the answer and see how close you
were.
Teacher Tidbit: You will need to prepare a guessing jar. You will need a rather large jar
that you can fill with small candies or another small object. You should fill it to capacity
and try to get approximately 10,000. The students can then guess how many candies
are in the jar. Once the answer is revealed you can then help them understand that it
would take 100 of these jars to make one million.

12. Book: Mathews, L. (1990). BUNCHES AND BUNCHES OF BUNNIES. NY. DOD,MEAD
& COMPANY.
Genre: Juvenile nonfiction.
Synopsis: Counting bunnies has never been so fun! These silly bunnies are doing
everything from magic tricks, going to the beach, and even misbehaving at school.
While reading it will become apparent that these bunnies are in bunches and bunches.
Each bunch represents the number that is to be squared (multiplied by itself). This book
gives yet another fun way to review a different type of multiplication.
TEK: Math: 2.4 C. 2.6 A. 414. B.
Reading Strategy: All-About Books. This would be a great strategy to use if you have
done a unit on rabbits/bunnies. Have the children write an all-about book using their
prior knowledge of everything they know about bunnies.
Additional Activity: Create your own math problems about a real rabbit using your
knowledge about rabbit’s behavior. (ex: One pound of pellets feeds approximately three
bunnies in one day. How many pounds would be needed to feed 244 bunnies for one
day? For one week?
Teacher Tidbit: As you can see from the reading strategy and the additional activity, the
student would already need to have a good knowledge base on bunnies to complete
these activities.

13. Math
1. Math Cats.
Petti, W. Copyright 2000-2010. http://www.mathcats.com Cats
This is such a fantastic website! There is something here discover
for students of all ages and ability levels. Students can
choose a category such as, “Math Cats discover the the
world!” Once inside they can then choose from different
math games and activities. This is a fun way for kids to World!
play around with all kinds of math including multiplication, aside from the usual
worksheet.
What I really love about this website is that there is a place for “older cats.” This is for
parents and teachers. The website is broken down by mathematical category so the
teacher or parents can see where there child needs to go for practice on a particular
math skill. This is also a place when questions can be asked and advice can be given.
This is a wonderful website for both parents and students.
This is also a great website that helps students integrate writing with math. There are
regular math writing contests held on this site. The students are to write math stories
on given topics. Students can really get creative when given the chance and this
website does just that!
2. The Math playground.
http://mathplayground.com/ (2008).
This website is called the math playground and it is exactly that. The students can go to
this website and feel like they are playing instead of learning and reinforcing their math
skills. This website offers games, puzzles, word problems and even math videos. There
is something for every student. To the right of the site there is a list of grade levels to
accommodate students of all levels. Struggling as well as advanced students can play
around on this website and reinforce the skills they are learning in class, like
multiplication. There is even a timed “flash card” game, which the students will find more
fun than flipping through flashcards at their desk because here they are at the computer
and seeing the numbers on the screen. There is truly something for everyone on this
website.

14. An V. “Get Some Sleep!” TIME FOR KIDS. 8,October, 2010. Vol#16 Issue #5.
http://www.timeforkids.com/TFK/teachers/ns/article/0,27972,2023284,00.html
Synopsis: This is a great article about how much sleep kids need compared to how
much they are actually getting. This article talks about two different students, one age 8
and the other age 10 who aren’t getting enough sleep. These students are much like the
average student who is not getting the recommended amount of sleep per night. This
has an effect on the student’s behavior and outcome in the classroom. Are you getting
enough sleep?
TEK: Math: 2.4 D. 4.15 A. Science: 3.2 C 3.2 D 3.2 F. English, Language Arts, and
Reading: 3.11 A.
Reading Strategy: Quick write. (Student) After reading the article you will do a quick
write answering the following questions:
1. Do you think you get enough sleep?
2. How many hours a night do you think you sleep?
3. Do you think that sleep can really affect your performance in the classroom? Why or
why not?
Additional Activity: (Student) Lets conduct our own sleep experiment! Without altering
your sleep patterns, keep a sleep journal for one week. Then the next week, make a
conscious effort to get the recommended amount of ten to eleven hours of sleep each
night. Once completed find the average amount of sleep you received during each week
rounded to the nearest half hour. Then find out how many hours you would sleep each
month if you kept the first week’s sleeping pattern, then find the same for the second
week. The next part of the activity will be to compare your average daily work grades
from the first week to the second week. Was there any difference? Write a short
paragraph explaining your results. Be sure to keep all your data organized.
Teacher tidbit: The additional activity could be compared as a class once everyone has
done their sleep journals. You could make a class bar graph showing how many hours
everyone slept.

15. Davidson, L.L. “Biggest Chocolate Bar Ever.” SCHOLASTIC NEWS online. 27,
September 2010. http://www2.scholastic.com/browse/article.jsp?
id=3754967&FullBreadCrumb
Synopsis: The biggest chocolate bar ever?! At almost 10,000 pounds, the country of
Armenia set a Guinness World Record for the biggest chocolate bar. This article gives
all the delicious details of this gigantic treat.
TEKS: Math: 2.4 D, 2.11 A. English, Language Arts, and Reading: 3.11 A.
Reading Strategy: Interactive read aloud. (Teacher) This article is very short and
“sweet.” This would be a good article to read together as a class and then work some
math together on the board. The class could decide how many people they think should
share the chocolate bar and then from there find out how much chocolate each person
would get. If it is too much or too little, they could work the other way and say how much
each portion should be and then find out how many people would share it. Then they
could find how many more of those same chocolate bars would have to be made to
make 100,000 pounds or 1,000,000 pounds.
Additional Activity: (Student) Based on the measurements given in the article fine the
area and the perimeter of the chocolate bar.

16. Poem: Mr. R. (2009). My Dog, Multiplication. “Mr. R’s World of Math.”
http://mathstory.com/Poems/mydogmul tiplication.aspx
Summary: This is a cute poem about a dog named multiplication. It won’t take you very
long to figure out how he got his name. This is a silly way to think about multiplication,
but it’s a good way to practice just the same. You can multiply by how many dogs there
are every day and figure out how many ears, and tails and paws you have with every
dog that is multiplied.
TEKS: Math: 2.4 B, 2.4 C. 4.14 A, 4.14 B. English, Language Arts, and Reading: 3.4.
Reading Strategy: Reciprocal Questioning. (Teacher) Break the poem into paragraphs
and read it one paragraph at a time with the class. Then ask the students questions
after each paragraph to make sure they are comprehending how the math is working
throughout the poem as well as enjoying the silly story about the dog. After the first
break you could have them guess why they think his name is multiplication. After the
third paragraph you could ask them if they knew the multiplication problem that created
four dogs. Then at the end ask them to write all the multiplication problems for the ears,
paws, and legs. Add more questions as you see fit.
Additional Activity: (Student) Notice that in this poem the dogs keep increasing by a
factor of 2. How many would there be if they increased by a factor of 3? 5? Do the math
and make a chart to keep track. Ex: Factor of 3.
On the first day 3 X my dog multiplication:
How many dogs? 3 x 1 =3
Draw a picture of the dogs:
How many ears? 3 x 2 =6
How many legs? 3 x 4 =12
How many tails? 3x1=3
How many toenails 3 x 16 =48
Repeat this for the next couple of days as your dog multiplication multiplies by 3! Then
do it again by 5.

17. My Dog Multiplication
Late last year,
During winter vacation,
Dad got us our dog,
Multiplication...
Multiplication's a good dog,
But he's not without trouble,
Because one day I woke up,
And saw that he'd doubled...
Two dogs were there,
They looked like him,
2 X 1,
I had a big grin...
Two dogs were cool,
But what about more?
The next day I woke up,
And saw there were 4!!!!
4 dogs were a lot,
But the fun was still great,
Until the next morning,
When I saw there were 8!!
Eight dogs for walking,

18. Was one of my fears,
That's 32 legs,
16 dog ears!!!
But 8 dogs were only,
A small complication,
Compared to,
16 X,
My dog, Multiplication!!!
That's 64 paws,
And 16 long tails,
32 eyes,
256 toe nails!!!
Having so many dogs,
Has been a wild-fun ride,
But it's time Multiplication,
Learns to divide!!!!

19. Poem: Mr. R. (2009). Multiplying by Hen. “Mr. R’s World of Math.”
http://mathstory.com/Poems/multiplybyhen.aspx
Summary: This is a poem about a man who has a hard time remembering how to
multiply a number by ten. An old man tells him to ask the hen! Ask a hen? The man
may not know how to multiply by ten, but he does know hens, and he knows hens can’t
do multiplication. He was very surprised when he went to see the hen and the hen laid
an egg right in the answer. Read the poem to find out if the hen was right.
TEKS: Math: 2.6 B. English, Language Arts, and Reading: 3.4.
Reading strategy: Hot seat. (Teacher) After reviewing the poem and understanding its
meaning, have one student sit in a chair in the front of the classroom, the hot seat. The
other students then take turns asking multiplications problems involving ten. Take turns
so other students have a turn in the hot seat.
Additional Activity: (Student) Choose one number to multiply by ten. Then draw a picture
of how multiplying by Hen will help you solve this problem. (Draw a picture of hen laying
the egg in your answer).

20. Multiplying by Hen
Every time,
I 'timesed' by ten,
Got it wrong,
Tried again...
Old man said,
Hen can fix...
I laughed loud,
Old man tricks!!!
Just go give,
Hen a try,
Said the man,
Winked his eye...
Took my math,
To hen's pen,
Looked at her,
Laughed again,
This was silly,
I know hens,
Don't know fives,
Don't know tens...
10 x 5
Hard for me,
Can hen solve it?
Wait and see!!!
Hen grabbed pen,
Hen grabbed pad,
Wrote a 5,
Looked real glad,
Around she turned,
Egg she laid,
Behind the 5,
I'm amazed...
Read her answer,
Right out loud,
Old man's hen,
Felt real proud...
5

21. I hope this text set has really helped you to feel comfortable with
multiplication. The purpose of this text set was to help you review
multiplication in a variety of ways. You should know all your times tables
from zero to ten without question. I also hope that you are able to see
how multiplication can be useful in a variety of ways when problem
solving. I hope that each student was able to find at least one piece of
literature that really helped something about multiplication click for
them that they were previously struggling with.
I hope upon completing this text set your math confidence and your
math ego has been boosted. You should be able to teach others what
you have learned here. It is now your turn to reach out and try to help
another struggling math student!
To learn even more about tricks to remember/using multiplication,
please visit:
http://www.youtube.com/watch?
v=qPgs9LmV5wc&feature=player_embedded
Kristin Rodriguez
Someone who no longer struggles with math!