Book
Name/Author/Copyright
Calvert, P. (2006) Multiplying
menace: The revenge of
Rumpelstiltskin.
Charlesbridge.
Lasky, K. (1994) The librarian
who measured the earth.
Little brown books.
Ellis, J (2004) What’s your
angle, Pythagoras?
Charlesbridge.
Synopsis
A continuation of a child’s
beloved fairytale of
Rumpelstiltskin. The child is
grown up and Rumplestiltskin
wants revenge and comes to
town to multiply everything in
great numbers.
A biography about Greek
philosopher Eratosthenes. A
great way to discuss the
ideas of geometry and
connect it with science.
Young Pythagoras goes on
an adventure and meets a
builder who introduces him to
angles. It is through this
adventure that he develops
his own theorem.
Common Core
Standard(s) Addressed
4.NBT.B.5 Multiply a whole
number of up to four digits by
a one-digit whole number,
and multiply two two-digit
numbers, using strategies
based on place value and the
properties of operations.
Illustrate and explain the
calculation by using
equations, rectangular arrays,
and/or area models.
4.MD.C.5 Recognize angles
as geometric shapes that are
formed wherever two rays
share a common endpoint,
and understand concepts of
angle measurement: a. An
angle is measured with
reference to a circle with its
center at the common
endpoint of the rays, by
considering the fraction of the
circular arc between the
points where the two rays
intersect the circle. An angle
that turns through 1/360 of a
circle is called a “one-degree
angle,” and can be used to
measure angles. b. An angle
that turns through n one-
degree angles is said to have
an angle measure of n
degrees.
4.MD.C.5 Recognize angles
as geometric shapes that are
formed wherever two rays
share a common endpoint,
and understand concepts of
angle measurement: a. An
angle is measured with
reference to a circle with its
center at the common
endpoint of the rays, by
considering the fraction of the

McElligott, M (2012) The
lion’s share: A tale of halving
cake and eating it too.
Bloomsbury USA Childrens.
Demi. (1997) One grain of
rice. Scholastic Press.
Dodds, D. A. (2005) The
great divide: A mathematical
marathon. Candlewick.
Adler, D. (2011). Fractions,
decimals, and percents.
Holiday House.
Clement, R. (1991) Counting
An ant and other animals are
invited to dine with the “King”
of the jungle. When desert is
ruined, a competition is held
to determine just how many
cakes can be made.
A powerful man uses his
people’s rice as his own until
a young girl uses her
mathematical powers to
create a powerful and
cunning plan to win food back
for her people.
Eighty racers take off
determined to win first place.
As they are racing through
the Grand Canyon, obstacles
get in the way of the racers
and divide them a little at a
time.
Children visit a county fair
where they are able to see
fractions and percents in real
life situations. They see it in
the amount of food eaten,
percentage needed to win a
game, and even an amount
off of a toy.
Frank and his dog look at life
circular arc between the
points where the two rays
intersect the circle. An angle
that turns through 1/360 of a
circle is called a “one-degree
angle,” and can be used to
measure angles. b. An angle
that turns through n one-
degree angles is said to have
an angle measure of n
degrees
4.NBT.B.6 Demonstrate
understanding of division by
finding whole-number
quotients and remainders
with up to four-digit dividends
and one-digit divisors.
4.NBT.B.5 Multiply a whole
number of up to four digits by
a one-digit whole number,
and multiply two two-digit
numbers, using strategies
based on place value and the
properties of operations.
Illustrate and explain the
calculation by using
equations, rectangular arrays,
and/or area models.
4.NBT.B.6 Demonstrate
understanding of division by
finding whole-number
quotients and remainders
with up to four-digit dividends
and one-digit divisors.
4.NF.C.7 Compare two
decimals to hundredths by
reasoning about their size.
Understand that comparisons
are valid only when the two
decimals refer to the same
whole. Record the results of
comparisons with the
symbols >, =, or <.
4.OA.C.6 When solving
on Frank. Gareth Stevens
Pub Learning Library
Adler, D. (2009) Fun with
Roman Numerals. Holiday
House.
Tang, G. (2003) Math-
terpieces: The art of problem
solving. Scholastic Press.
through different eyes. They
ponder and question things
that require estimation,
comparison, and counting.
For example, how many
whales could fit in his house.
A great introduction of
Roman Numerals and how
and why we use them. It
discusses what they mean
and gives examples of where
they are in our everyday life.
Critical thinking and problem
solving skills are developed
and discussed through
famous pieces of art.
problems, assess the
reasonableness of answers
using mental computation
and estimation strategies
including rounding.
I didn’t really find a standard
for Roman Numerals. I chose
this book however, because
students don’t see these
often until they are asked to
write an outline. When they
go to write an outline, they
have no idea what these
symbols mean.
4.OA.A.1 Represent verbal
statements of multiplicative
comparisons as multiplication
equations. Interpret a
multiplication equation as a
comparison (e.g., 35 is the
number of objects in 5
groups, each containing 7
objects, and is also the
number of objects in 7
groups, each containing 5
objects). 4.OA.A.2 Multiply or
divide within 1000 to solve
word problems involving
multiplicative comparison
(e.g., by using drawings and
equations with a symbol for
the unknown number to
represent the problem,
distinguishing multiplicative
comparison from additive
comparison). See Table 2.
4.OA.A.3 Solve multistep
word problems using the four
operations, including
problems in which
remainders must be
interpreted. Understand how
the remainder is a fraction of
the divisor. Represent these
problems using equations
with a letter standing for the
unknown quantity.