Bring On The Books: It All Adds Up

Bring on the Books
• Elementary K-1st •
IT ALL ADDS UP
MindWorks Resources strives to provide exciting, engaging, and fun lessons and
materials that promote critical thinking, problem-solving, and reasoning skills in
support of the school day. Special care is taken to ensure materials are age
and skill appropriate. MindWorks Resources provides these materials for
differing demographics internationally, and thus asks you, as an individual
program, to review lessons and materials prior to conducting activities for
appropriateness for your particular environment. Often, lessons will indicate use
of specific book pages or game pieces; this is generally to allow access to
compelling materials in a controlled way. All materials should be used with
direct adult supervision. Program instructors may modify lessons and materials
as needed to conform to individual program standards.
© 2017 MindWorks Resources Incorporated
All rights reserved. The activities and illustrations within this manual may be
reproduced by the sole individual owner of this publication for single classroom
or educational purposes only and may not be redistributed in part or in whole.
This work may not be reproduced or copied in its entirety in any form or by any
means – graphic, electronic, or mechanical – without express written consent
from the publisher.
Printed in the U.S.A.
www.MindWorksResources.com
Bring on the Books • It All Adds Up • K-1st Elementary 2 © 2017 MindWorks Resources Incorporated
MindWorks Curriculum Components
Included in each Teacher’s Guide:
Overview – This section provides a brief description of what students

experience in the subject over the course of the week. Read this to gain an
understanding of the scope of activities for the week.
Project Based Learning Voice and Choice – Project Based Learning (PBL)
activities in the Voice and Choice section are designed for programs utilizing the
optional MindWorks PBL component. Review the driving question included in the
beginning of the Teacher’s Guide at the beginning of each week to support the PBL
daily voice and choice.
Objectives – The activities and topics in each subject are matched to national
standards in reading, writing, math, science, social studies, art, STEM, SEL, and financial
literacy. On occasion, state standards will be listed as well. Reference these standards
as necessary in grant applications, conversations with school district employees, state
education representatives, etc. Objective numbers are not referenced due to the
many duplications across state and national standards.
Career Connections – This component helps instructors guide students in

drawing parallels from the lessons to various related careers. This helps students to link
their career options with their unique skills, encouraging optimal success in families,
careers, and communities. Remind students what they learn now allows them to
discover their individual strengths and interests, to consider and outline career goals,
and to focus their thought processes to achieve desired lifestyles.
Materials List – Divided between materials provided by MindWorks and

materials the instructor should gather, the comprehensive list at the beginning of each
set of lessons includes everything needed for the week. Check the availability of the
listed items on the master list, and gather the materials listed in preparation for a
successful week.
Pre- and Post-Test Questions and Answers – Each subject includes both a pre-
and post-test for students, as well as answer keys for the instructor. This allows both the
instructor and the students to assess the students’ knowledge, skills, and abilities. Copy
and give students a pre- and post- test, or administer the test as a large group. Modify
the version of the test, if appropriate for your group. Collect data to show
improvements between before and after learning and to measure lesson
effectiveness.
Core Vocabulary – Each subject includes a list of core vocabulary taught in

the lessons, as well as related extension vocabulary. Review this list prior to the unit and
each day’s lessons as necessary to become familiar with words and concepts.
Websites – Near the back of each book, instructors will find a handy list of
websites that are referenced in daily lessons. These websites provide examples to
show during the lessons, pictures that reinforce key lesson concepts, videos that relate
to the topics, and interactive sites for extension activities. Share this list with the
technology department and request assistance to ensure firewalls do not block
access. Preview sites for their appropriateness for your student audience.
Included in each day’s lesson:
Materials List – A materials list for each individual lesson helps the instructor
know what materials he or she should gather in order to complete that particular
lesson successfully.
Preparation – This section provides the instructor with a list of items that need to
be prepared prior to beginning the lesson. Prepare for a successful lesson by
completing the tasks listed in this section.
Entry Event – Each lesson begins with a hands-on or mind-engaging

experience. This component’s purpose is to hook students in the learning process. It
may involve using an object, event, or question to engage students in the topic for the
day, which then seamlessly transitions students into the discussion and activity.
Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

discussions ensure key learning opportunities. The purpose of the pre-activity discussion
is two-fold: first, it transitions students from the entry event to the content of the lesson
and activity; and secondly, it reviews the concepts taught in previous lessons so
students are consistently receiving review and preparation for the post-test at the end
of each set of lessons.
The post-activity discussion provides a time for students to process, summarize, and
review that day’s lesson and activity. This allows students not only to explain their
understanding of the day’s concepts and processes, but to solidify the concepts
covered in the lesson.
Read these discussions before beginning lessons. Determine if you, as an instructor,

need to read the script as written or read the underlined summary sentences and lead
the content of the discussion to support these.
Activity – This component provides step-by-step instructions to engage

students in a learning experience. Practical as well as fun, the activity component
allows for various degrees of instructor guidance and support based on students’
needs, including young modifications (young mod) to support learning for non-
readers. Follow the outlined instructions to bring excitement, energy, and enjoyment
to learning as lesson concepts “come to life” for each student.
Social-Emotional Learning – Some daily lessons include a social-emotional

learning component. When applicable, this section provides suggestions for ways to
promote social and emotional development in connection with the daily activity.
Read the information to determine if it is pertinent to the students you serve, and
discuss with them as appropriate.
Reminder – Only certain lessons contain reminders. Look for reminders that are
included when preparation is necessary for an upcoming day.
Extension Activities – These supplemental activities build upon each day’s

learning to provide additional opportunities to explore lesson concepts. Allow time for
students to complete extension activities, communicate extension activities to families,
or use these activities at another program time.
Voice and Choice – The Voice and Choice suggestion in each daily lesson
provides ideas for connecting each day’s lesson to the over-arching PBL component
project. Implement these ideas to build to the culminating PBL event, described in the
optional PBL Facilitator’s Guide.
MindWorks Curriculum Design:
MindWorks elementary curriculum includes two independent instructor guides.
While these guides are labeled as K-1st and 2nd-5th, instructors are encouraged
to select the guide which is best suited for the reading abilities of individual
groups of students.
The K-1st facilitator guide is designed for students who are considered to be
emergent readers. Emergent readers are those who are beginning to learn
sound/symbol relationships, know some letters of the alphabet, understand
that writing conveys a message, and may recognize some words or letters.
Lessons included in the K-1st facilitator guide do not require independent
reading and writing and are designed to promote early reading skills and assist
in building a strong foundation for language and literacy learning.
The 2nd-5th facilitator guide is designed for students who exhibit early fluent to
fluent reading skills. At the early fluent stage, reading is more automatic with
less time spent on decoding words and more time devoted to comprehension.
Early fluent readers are able to read a greater variety of text and read
somewhat independently. Fluent readers are able to read without decoding
words. Their energy is devoted to comprehending what they read and they
have a good grasp of comprehension strategies. They are able to read
accurately and independently. Lessons included in the 2nd-5th facilitators guide
require independent reading and writing skills and are designed to further
encourage the development of reading fluency. For those students who are in
the early fluent stage of reading development, modifications have been
included in the 2nd-5th guide to facilitate the development of early fluent
readers.
Overview
This week in Bring on the Books, students discover the world of math through
literature! Students will learn how shapes can transform as they create shape
art by tearing colorful paper; discuss what time is as they play a game of
charades; create a bucket-list mobile as they read about what can happen in
a lifetime; create a “math-terpiece” as they learn that math is found in art;
discuss that shapes are all around them as they make paper plate swirls; and
talk about what the word “infinity” means as they create tessellation art.
Project Based Learning

Project Based Learning (PBL) Voice and Choice activities included in the daily
lessons are for programs utilizing the optional MindWorks Project Based
Learning component. Campuses utilizing MindWorks PBL Component begin the
week by discussing with students the driving question for the unit.
Driving Question for It All Adds Up: How can we prove that math is in
EVERYTHING?!
Social-Emotional Learning
This lesson provides opportunity for students to build social-emotional skills by
engaging in cooperative play, turn-taking, conversation, collaboration, and
listening to the viewpoints of others.
Objectives
• Hold a book right side up, turn its pages correctly, and know that reading
moves from top to bottom and left to right
• Understand new vocabulary, and use it correctly when reading and
writing
• Identify and use words that name actions, directions, positions,
sequences, and locations
• Retell important facts in a text, either read or heard
• Ask and respond to questions in a text
Career Connections
• Author – one who develops written content for advertisements, books,
magazines, movie and television scripts, songs, and online publications
• Biographer – a writer who uses research and journalistic skills to gather
information and write about a person
• Cartoonist – a visual artist who creates cartoon drawings
• Book illustrator – an artist who creates the illustrations in a book
• Editor – a person who determines the final content of a text
• Graphic designer – one who designs art using visual and textual content
• Librarian – a professional who administers or assists in a library
• Literary agent – an agent who represents an author in his dealings with
publishers
• Poet – someone who writes poetry
• Screenwriter – one who writes screenplays
• Teacher – a person who instructs others
Materials List
Provided by MindWorks:
• Perfect Square by Michael Hall • Beans
• Multi-colored construction • Math-terpieces by Greg Tang
paper • Art Cards
• Just a Second by Steve Jenkins • Swirl by Swirl: Spirals in Nature
• Lifetime: The Amazing by Joyce Sidman
Numbers in Animal Lives by
• Paper plates
Lola M. Schaefer
• Tessellations: Animal Stencils
• Copy paper
• White construction paper
• String
• Infinity and Me by Kate
• Craft sticks Hosford
Not Provided by MindWorks:

• Radio or music-playing device
• Glue or tape
• Timing device
• Cup or bowl
• Markers
• Crayons
• Scissors
• Scratch paper
• Pencils
• Table
Pre- and Post-Test Answer Key
K-1st Grade
Give each student a pencil and a copy of the Pre-Test located on page 47, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper, taking no more than five minutes. Collect the finished papers.
1. What does the word “transformation” mean?
A. to change B. to run C. to walk
2. What does the word “second” mean?
A. a type of food B. a measurement of time C. a country in Spain
3. What does the word “lifetime” mean?
A. a type of a coffee B. how long a person lives C. a type of animal
4. What does the word “masterpiece” mean?
A. an important piece of
B. a type of dog C. a type of car
art
5. What does the word “spiral” mean?
A. to sing C. a curving line that goes

B. to play outside
around a central point
6. What does the word “infinity” mean?
A. to go on forever B. to run C. a type of music
Day 6: Impressive Infinity
K-1st Grade
Materials
Provided by MindWorks Resources:

• Infinity and Me by Kate Hosford
• Tessellation animal stencils
• White construction paper
Not provided by MindWorks Resources:

• Scratch paper
• Pencils
• Markers
• Crayons
• Timing device
• Table
Included in Subject Guide:

• No other support materials are needed.
Preparation
• A large, open space with a hard, flat surface or table is needed for the
Entry Event.
• Gather a timing device in preparation for the Entry Event.
• Collect four sheets of scratch paper and four pencils in preparation for the
Entry Event.
• Place four sheets of scratch paper along with one pencil approximately 1
foot apart from each other on a hard, flat surface on one side of the
playing area in preparation for the Entry Event.
• Pre-read the book, Infinity and Me, by Kate Hosford in preparation for the
Pre-Activity Discussion.
• Collect pencils, markers, and crayons in preparation for the Activity.
Entry Event
• Tell students they will race to see which team can draw the most number
8’s on a piece of paper.
• Divide the students into four teams.
• Have each team line up, one student behind the other, across from where
the scratch paper and pencils have been placed. Note: Assign each
team to one of the pieces of scratch paper and pencils on the flat surface
across the playing area.
• Provide the teams with the following instructions:
- When the instructor says, “Go,” the first student in each team line skips
across the playing area to where the scratch paper and pencil have
been placed.
- Once the students have reached the table with the scratch paper and
pencil, the student quickly draws one number 8 anywhere on the
paper. Note: The student draws only one number 8 on the paper.
- After drawing the number 8, the student skips back to the start line and
tags the next student in line.
- The next student in line then repeats the steps above, skipping to the
other side of the playing area and quickly drawing the number 8 on
the piece of scratch paper.
- Game play continues as the students from each team take turns
drawing as many number 8’s onto the scratch paper as time allows.
- After a few minutes, the instructor calls, “Time,” and counts the number
of 8’s on each sheet of scratch paper. Note: The instructor uses a timing
device to time game play. She may call time after a few minutes of
play.
- The team with the most number 8’s on its sheet of scratch paper is
declared the winner.
- Play as many rounds as time allows.
• Allow time for students to play the drawing game.
Pre-Activity Discussion
Briefly discuss that the symbol for infinity looks like the number 8. Discuss what
the word “infinity” means.
• During the Entry Event, you drew the number 8 as many times as you
could. The symbol or picture for the word “infinity” is the number 8 lying on
its side. What do you think the word “infinity” might mean?
- (The word “infinity” is something that has no end, or goes on forever.)
• The word “infinity” is something that has no end, or goes on forever.
Show students the cover of the book, Infinity and Me. Read aloud the first
section of the book, stopping on the page with the number 8 on its side in a
black and white checkered pattern.
• Show students the cover of the book, Infinity and Me.
• Read aloud the first section of the book, stopping on the page with the
number 8 on its side in a black and white checkered pattern.
• If you were to count all the numbers in the world, starting with the number
one, it would add up to infinity! Infinity has no end and looks like the
number 8 on its side.
• Have students trace the number 8 on its side in the air with their finger.
Read aloud the second section of the book, stopping on the page with the
little girl standing in front of all the framed pictures, looking down at her shoes.
• Read aloud the second section of the book, stopping on the page with
the little girl standing in front of all the framed pictures, looking down at
her shoes.
• Share the following information with students:
- Uma has brand new, shiny, red shoes. Red shoes became very popular
after the movie The Wizard of Oz was shown in theaters over 75 years
ago. Today, Dorothy’s famous red shoes from the movie can be seen
at a museum called the Smithsonian.
• Do you have a favorite pair of shoes you like to wear? If so, describe what
your favorite pair of shoes looks like.
- (Answers will vary.)
Read aloud the last section of the book, stopping on the last page. Ask
comprehension questions.
• Read aloud the last section of the book, stopping on the last page.
• Infinity is something that goes on forever. In the book, Uma thought she
might like to have recess or eat ice cream forever. If you could choose to
do something for infinity or forever, what might you choose to do? Why?
Activity
• Tell students they will each create an infinity picture using stencils.
• Divide the students into four groups for the purpose of sharing materials.
• Give each group the following materials:
- White construction paper (1 sheet per student)
- Tessellation animal stencils (3 per group)
- Access to pencils, crayons, and markers.
• Provide the groups with the following instructions:
- Choose one of the stencils, and use the pencil to trace it onto the sheet
of construction paper three times. Note: The drawings must touch.
Young mod: Help younger students place the stencils onto the paper.
- Once students have traced their stencil three times onto their paper,
have them use the three different colored crayons or markers to color
the stencils. For example, the student might color one stencil pink, one
blue, and one green.
- Once the stencils have been colored in, the students must color the
background so no white is showing in the background.
- If time allows, have the students share their infinity pictures with the rest
of the class.
• Allow time for students to create their infinity pictures using the stencils.
Post-Activity Discussion
Review that the word “infinity” means “to go on forever.” Review spirals.
• During the Activity, you created infinity art. What does the word “infinity”
mean?
- (The word “infinity” means “to go on forever.”)
• The word “infinity” means to go on forever. For example a spiral shape
might look like it goes on forever. What is a spiral?
- (A spiral is a curving line that goes around a center point.)
Review what the words “transform” and “masterpiece” mean.
• A spiral is a curving line that goes around a center point. Some artists
transform or change a spiral into masterpieces. What is a masterpiece?
- (A masterpiece is an important work of art.)
• A masterpiece is an important work of art. Some masterpieces are
created in seconds. What is a second?
- (A second is a measurement of time.)
Review what a second is and the word “lifetime” with students.
• A second is a measurement of time. While some masterpieces, or
important works of art, are created in a second, others are created over
a lifetime. What is a lifetime?
- (A lifetime is how long a person lives.)
• A lifetime is how long a person lives. For example, do you think you would
rather eat jellybeans for a lifetime or eat pizza for a lifetime? Why?
Extension Activities
• Create a list of things you might like to do for infinity or forever.
• Draw a design for a bracelet using the symbol for infinity, a sideways
number 8.
• Make up a song about the word “infinity.” Teach and sing the song to
other students.
• Practice your counting skills in case you need to start counting to infinity,
on the following website:
- http://pbskids.org/curiousgeorge/games/count_your_chickens/count
_your_chickens.html
PBL Voice and Choice

This suggestion is designed for programs utilizing the optional MindWorks
Project Based Learning component. Reference the driving question, included
on page 7, and read the additional PBL Facilitator’s Guide for more
information.
• Students can create infinity art using the infinity symbol, the number 8 on
its side. The infinity art can be featured at the math fair.
Give Post-Test
Give each student a pencil and a copy of the Post-Test located on page 48, or
read questions aloud and have students record A, B, or C as answers on a
sheet of paper. Collect the finished papers.

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Bring on the Books

© 2017 MindWorks Resources Incorporated

Printed in the U.S.A.

Overview – This section provides a brief description of what students

Career Connections – This component helps instructors guide students in

Materials List – Divided between materials provided by MindWorks and

Core Vocabulary – Each subject includes a list of core vocabulary taught in

Included in each day’s lesson:

Entry Event – Each lesson begins with a hands-on or mind-engaging

Pre- and Post-Activity Discussion – Each lesson’s pre- and post-activity

Read these discussions before beginning lessons. Determine if you, as an instructor,

Activity – This component provides step-by-step instructions to engage

Social-Emotional Learning – Some daily lessons include a social-emotional

Extension Activities – These supplemental activities build upon each day’s

Project Based Learning

Not Provided by MindWorks:

A. to change B. to run C. to walk

2. What does the word “second” mean?

A. a type of food B. a measurement of time C. a country in Spain

3. What does the word “lifetime” mean?

A. a type of a coffee B. how long a person lives C. a type of animal

4. What does the word “masterpiece” mean?

5. What does the word “spiral” mean?

A. to sing C. a curving line that goes

6. What does the word “infinity” mean?

A. to go on forever B. to run C. a type of music

Provided by MindWorks Resources:

Not provided by MindWorks Resources:

Included in Subject Guide:

PBL Voice and Choice

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