Title of Book: Tacky the Penguin
Author: Helen Lester (Illustrated by Lynn Munsinger)
Publisher: Sandpiper - Houghton Mifflin
ISBN: 0547480369
Grade Levels for Recommended Use: 3rd
TEKS: Third Grade Mathematics §111.15.a
(5) Algebraic reasoning. The student applies mathematical process standards to analyze and
create patterns and relationships.
Brief Summary: Tacky the Penguin is a delightful fable about Tacky, the odd bird in a colony of
penguins. While all the other penguins count properly (1,2,3,4) and march in line neatly, Tacky
“counts” nonsensically (1,2,3,4,2,3,6,0,2 ½, 0) as he tumbles and dances about. Eventually,
Tacky’s oddity saves the colony from hunters. While the story has a nice message about
accepting those who are different, it also provides the opportunity for students to become
acquainted with sequences and patterns.
Materials needed: blank penguin outline printables, safety scissors, colored pencils or crayons,
paste/glue, construction paper
Suggested Activity:
Read the book to the class prior to beginning math lesson & activity. After briefly checking for
understanding by discussing the story with the class, turn to pages 8-9 to show the sequence and
patterns of the story and illustrations.
1. Ask students if they see a pattern/sequence on page 8. Teach/review definitions of pattern and
sequence if necessary. Show students the number sequence in the penguin march, counting 1
through 4; ask them what the rule is for that sequence. Discuss page 9 with students. Ask
about Tacky’s counting. Is it a sequence, and why or why not? Is there a rule for it? What
advice would they give to Tacky so that he could learn to count? Can the students recognize
other counting sequences, like 2,4,6,8, and what comes next and why? Can they think of any
other ways of counting and explain the rule?
2. Next, show students the pattern in the illustration of penguins in line—bow ties are different
colors and appear in a repeating pattern: red, yellow, purple, orange, pink. Ask students if
there is a pattern to his little routine of cartwheels, etc.? Can Tacky’s antics become a
sequence/pattern? How?
3. Tacky’s Hawaiian shirt can also be discussed as a pattern. What makes it a pattern? Can the
children locate or think of any other types of patterns? (zebra’s stripes, etc.)
4. Using the printables, students will create their own patterns and sequences using numbers and
penguin outline. Teacher should model how to do this. Students may color and decorate their
penguins to make patterns. Penguins should be cut out and pasted to construction paper in a
sequence.
5. Students will present their sequences/patterns to the class or to their table-mates, and the other
students will determine what the rule is for that sequence.
6. Additional activity: students create their own Hawaiian shirt prints, demonstrating their
understanding of patterns. A blank shirt outline can be provided, along with art supplies to
create their designs. The finished shirts can be part of a penguin glyph or a separate cut out to
be pasted to a penguin glyph.
References:
http://www.bbc.co.uk/schools/teachers/ks2_lessonplans/maths/number_patterns.shtml
(adapted lesson plan)
http://www.clker.com/clipart-penguin-outline-2.html (public domain clip art)
Adapted by Brandy K. Calhoun, 2012