Title of Book:
Author:
Publisher:
ISBN:
Counting on Frank
Rod Clement
Gareth Stevens Publishing/1991
0-8368-0873-8
Grade Levels for Recommended Use: 4th and 5th grade
TEKS:
(8) Geometry and measurement. The student applies mathematical process standards to select appropriate
customary and metric units, strategies, and tools to solve problems involving measurement. The student is
expected to:
(A) identify relative sizes of measurement units within the customary and metric systems;
(C) solve problems that deal with measurements of length, intervals of time, liquid volumes,
mass, and money using addition, subtraction, multiplication, or division as appropriate.
Brief Summary:
The narrator (“The boy”, who does not have a name), likes to collect facts with the help of his dog, Frank. Each
two page spread of this fantastic book includes a different fact involving such mathematical topics such as:
counting, size, comparison, algebra, patterns, measurement and ratio. The illustrations are unique.
Materials Needed:
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Activity sheet for each student (at the end of the lesson)
Rulers
Mini candy bars A ( enough for the entire group)
Mini candy packets B (enough for the entire group)
Multiplication charts (as needed)
Writing utensils
Suggested Activity:
1. Prior to reading, make the connection to the story by pointing out the jar on the cover and ask;
Who has tried to guess the number of things in a jar?
What strategies did you use to make your guess?
Did any of you ever win?
Do you have to get the exact number?
What does estimation mean?
What are you estimating with your guess?(volume)
2. Read the book, making note of the references to volume during the reading.
3. Move to activity sheet and through guided practice to calculate the height of majority of the children
in the classroom assuming a median/mode age.
(We’ve got a tree in our yard. It grows about six feet every year. If I had grown at the
same speed, I’d now be almost fifty feet tall! I wouldn’t really mind, except that I’d never
get clothes to fit.)
a. Calculate how tall you would be if you grew 6 feet every year. Note: Advanced students can
calculate this down to their year, month, day, hour age .i.e. 11 years, 3months, 6 days, and
19 hours old. Or any variation to create conversion, fractions, and decimals.
b. How old do you think the boy is?
4. Review activity sheet directions for independent activity. Clarify expectations.
https://docs.google.com/file/d/0B4HFwfdLs3hCUzh1dHZxX25UVldJSkFyOVNYOHMtZw/edit?pli=1
5. Distribute rulers and candy.
References and or websites:
http://www.det.nt.gov.au/__data/assets/pdf_file/0014/2633/CountingOnFrank.pdf=
http://illuminations.nctm.org/LessonDetail.aspx?ID=L203
http://nzmaths.co.nz/resource/counting-frank?parent_node=
Adapted by (Kelly Eleazer, 2012)
Name:______________________
Date:___________
(We’ve got a tree in our yard. It grows about six feet every year. If I had grown at the same speed, I’d now be
almost fifty feet tall! I wouldn’t really mind, except that I’d never get clothes to fit.)
a. Calculate how tall you would be if you grew 6 feet every year. (Multiplication)
b. How old do you think the boy is? (Division, Estimation)