# Solving Math Problems with Stories

When introducing word problems during our addition unit I began thinking about my math students as readers. Word problems reside in stories.  I am asking my students to visualize  the actions in the problem and schema to solve a new situation with a strategy they already know. There must be picture books to contextualize and connect with type of content reading. So I went searching.

First we read Mice Mischief by, Caroline Stills.  This simple book about 10 mice illustrates different combinations of 10 with the corresponding equation.  We talked about how the pictures and words match the math.

Then I read Two of Everything by, Lily Toy Hong.  This Chinese Folktale tells about a pot that doubles everything placed inside.  We learned some books have math inside the story that you have to discover.  We found the math on certain pages and wrote equations to match.

Then the children explored.  As they read from the selection of texts, they work with a partner to identify addition problems in each book.  They talked about the story, built context for the conceptual understanding of joining two parts (usually characters or items in the story) together to make a whole.  They wrote equations and shared their thinking with the class.  As we combined reading skills and math concepts they marveled at the fact that math exists in books.

This text set has a wide range of reading levels and math difficulty for beginning first graders.  I grouped the students based on both their reading and math needs to differentiate the content.

After exploring how different authors used math within sorties we set out to create one of our own. Using Mice Mischief  and The Flashing Fireflies by, Philemon Sturges as mentor texts, we explored how the authors use a total amount of 10 to create a stories.  We decide our story took place in the forest with 10 total objects on each page.

Each student wrote an individual page for our class book.  We learned about addition concepts.  We learned about visualizing as readers.  We learned about writing to communicate one part of a collective text.  We blurred the lines between content areas and experienced how reading, writing and math are constructed in the real world as we became mathematical authors.