1
SPRINGBOARD TO MATH
Presented by Kisrene McKenzie
Math Part 1 AQ
Thursday April 17, 2014
Title
One Grain of Rice: A Mathematical Folktale
Strands
Grade
Author
Demi
Publisher
Scholastic Press
Overall Expectations
 read, represent, compare,
and order whole numbers to
1 000 000
Specific Expectations
 demonstrate an
understanding of place
value in whole numbers
using a variety of tools
and strategies
 read and print in words
whole numbers to one
hundred thousand

represent, compare, and
order numbers using a
variety of tools

represent, compare, and
order numbers using a
variety of tools

describe and represent
relationships in growing and
shrinking patterns (where
the terms are whole
numbers)

make tables of values
for growing patterns,
given pattern rules in
words
determine a term, given
its term number, by
extending growing and
shrinking patterns that
are generated by
multiplying by a
constant, to get the next
term
represent linear growing
patterns (where the terms are
whole numbers) using
concrete materials, graphs,
and algebraic expressions

6
Number Sense
7

6
Patterning &
Algebra

7

represent linear growing
patterns, using a variety
of tools (e.g., make a
table of values using the
term number and the
term)
develop and represent
the general term of a
linear growing pattern,
using algebraic
expressions
Kisrene McKenzie, 2
Math Concepts/ Skills:
1) students will be able to show their understanding of place value by accurately reading
the total number of grains of rice for each day of the month and writing them in standard,
expanded and word form
2) students will be able to make a table of values to determine the value of the 30th term
(the grains of rice Rani received on day 30) and the pattern rule for the grains of rice that
doubles each day, in words (grade 6) or as an algebraic expression (grade 7).
Summary:
The picture book One Grain of Rice: A Mathematical Folktale that tells the story of a greedy
raja (king) who kept all the rice for himself during a time of famine and his people starved. A
clever girl named Rani saved her people from starvation by collecting over a billion grains of
rice after tricking the king into giving her one grain of rice that would double each day for 30
days. The king was left with no more rice; however Rani shared rice with the raja after he
promised to take only what he needs.
Rationale:
I chose One Grain of Rice specifically because I am interested in teaching mathematics
through an equity and social justice framework. The book brilliantly explores the themes of
fairness and equality without a judgmental tone by engaging its readers visually and in
words, into mathematical problem solving about doubling as told through a folktale. I plan
to read this text as a starting point to for my class revisit patterning and number sense and as
well to introduce them to our language unit on narrative fiction. In addition, I chose this text
to remain culturally relevant to my students in celebration of Asian Heritage Month in May.
Introduce the Book: I will prompt my students to use before during and after reading
strategies. I will introduce the book by doing a picture walk and ask my students to make
note of the patterns they see and predict what they think the book is about. I will give the
students a blank sheet of paper and ask them to record the math they see and hear as I
read aloud. I will pause and ask the students questions and at specific points in the text. For
example when the raja says “this doubling add up to more rice that I expected!”, I will ask
students to describe a math strategy they would use that demonstrates doubling (eg.
multiplication, repeated addition, etc.) After reading the book I will ask students to share I
then read the story to the children showing them the pictures. After reading the story to the
students with the illustrations the children share their pictures and discuss the story. This
generates a lot of great conversation.
Linking Literacy to Numeracy
Please see the attached lesson plan below.
Kisrene McKenzie, 3
Math text features
 poses several math problems (how many grains of rice Rani received each day of the
month)
 it highlights the big ideas of doubling, multiplication, exponents and place value
 you can extend the math concepts to patterning (identify the pattern rule) create a
word problem involving the division of whole numbers, as well as identifying the total
number of camels and elephants using arrays or multiplication
 it provides a visual representation of the math concept on each page by depicting
Rani receiving grains of rice from animals
Springboard to Math Lesson Plan - Patterning and Algebra - Grade 6/7
Curriculum Expectations
Grade 6
Overall: describe and represent relationships in growing and shrinking patterns
(where the terms are whole numbers)
Specific: make tables of values for growing patterns, given pattern rules in words
Grade 7
Overall: represent linear growing patterns (where the terms are whole numbers)
using concrete materials, graphs, and algebraic expressions
Specific: represent linear growing patterns, using a variety of tools
Task/Problem
 Students must use a table of values to
determine the total grains of rice Rani
received for each of the 30 days
 Word Problem: “If a single grain of rice
is doubled each day for 30 days, what
is the value of each term in the
pattern? Write the pattern rule in words
(gr 6) or as an algebraic expression
(gr7). Select the appropriate tools and
strategies to solve the problem.”
Part 1 Before, Minds On or
Activate Prior Knowledge
Remind the students about the text we
read earlier, One Grain of Rice, and all the
math they remember the text explored.
Discuss the main problem the book posed
about the total number of grains of rice
Rani would earn each day for 30 days.
Questions:
What strategy will you use to help you
solve the problem?
How will you know that you have the
correct amount for each day?
Learning Goal:
 I will be able to use a table of
values to determine the value of
each term in the pattern
 I will be able to identify the pattern
rule and write it in words or as an
algebraic expression
Student Success Criteria:
 I know that the table of values lists
the term number, the term and the
value of each term
Kisrene McKenzie, 4
Are there other tools and strategies you
could use besides the table of values to
solve the problem?
Part 2- During, Work on It or Hands On
Students work in groups of 3 and solve the
problem above.
Questions:
What strategy will you use?
Part 3 – After, Consolidation, Congress,
Bansho or Gallery Walk
Math Congress – highlight 3 chosen pieces
of work to show strategies for solving the
problem
Congress Questions:
How did you know the value of each term
is correct? What strategy did you use?
How did you know the pattern rule is
correct? What strategy would you use to
find the total grains of rice Rani received
all together?
Strategies:
 Draw a table
 Use a calculator
Tools:


Chart Paper/ markersl
Manipulatives
Misconceptions:
