This post was inspired by Darling Son’s bedtime stories, as my classroom lessons often are. This is our chance to catch up at the end of the day, but the teacher in me often uses what we read together in my classroom. Tonight, *The Boy in the Drawer* rang a bell for me as I’m working on measurement with my students through our classroom redesign project.

As suggested by Geri Lorway during last school-year’s math in residency, I’m starting the year with measurement as it integrates so many of the skills students will be using through the year. This post is just an odd collection of stories that I have used in the Grade Three classroom to support our math work. I developed a project-based unit, which I have been using to start the year, with a colleague, Isabelle Bujold, who I attended a PBL workshop lead by Charity Allen with in the spring of 2015.

More on that in another post.

Math and literature are made for each other; after all, story is everywhere and looking for math in literature is a good way to get students in the habit of looking for math in the everyday stories around them. When we are looking for rich, open-middle or open-ended math tasks, what better place than to begin with story.

What follows are just a few ideas and I would love to hear your thoughts in the comments!

Usually as we read, I ask students what kind of math questions we might be asking, which they record using a mind map in their math journals (an unlined notebook. I like the unlined notebooks because it lends itself to students representing math thinking using the strategy that works best for them. Otherwise, I usually like to have students record math on graph paper as it helps keep things organized.)

**Moira’s Birthday Party**

Moira wants to invite the entire school to get birthday party! What math questions might we ask as we read? How did you estimate the total number of guests at the party? How many more cakes will come in the second delivery? What will be the total cost of the cakes? What information will we still need to gather to answer this question? What will be the cost of the pizzas? Where can we look to find the price of the pizzas? How can the pizzas and cakes be divided amongst the guests?

Materials: pencil, paper, fraction manipulatives, pizza flyers (or online), grocery story fliers (or online)

**The Boy in the Drawer**

In this story, a little girl is bothered by a little boy who shows up in her sock drawer. The more she tries mean tricks to get rid of him the taller he grows. She learns that kindness is the only way to get rid of him.

I used this book in the math classroom to have students work on measurement. They each chose a starting size for the little boy and each time he grows they add to his height.

Extension: have students estimate: how much water will it take to fill up a bread box? Estimate the number of socks in Shelley’s bedroom. What are you using to help estimate?

Materials: pencil, large paper, centimetre rulers, meter sticks, water and a breadbox (why not try it for real?)

For this little girl a new pair of socks is a big deal! What math questions might we ask about this story? What information do we still need to gather?

Materials: pencil, paper, catalogues, scissors, glue

**Alligator Baby**

This little girl’s parents end up making several trips to the zoo in the search for their own baby! What information do we still need to know to do the math? What distance will this family have covered in their car and on bike? What would be a good unit of measure to measure that distance? (mm, cm, km?) How tall is each of the babies? What unit of measure might we use?

Adam asks his father to buy him many items. What math questions might we ask about this story? Where will we find the information we need to finish our math story? What is the estimated total of what his father bought? What is the actual total of what he bought? Why do we estimate?

Materials: pencil, paper, catalogues, scissors, glue