1. Counting, grouping and seeing math in the real world
Dr. Jeannine R. Perry
Longwood University

4. Objectives:
1. Count objects Writing numbers and correlate the number with the correct number of dots 3. Recognize sets of dots/circles (or other shapes) in the environment 4. Utilize creative thinking to connect objects in the environment that have dots with dots on a page 5. Recognize a dot or circle shape in the environment (or other shapes, if you choose that option) 6. Write number words (and possibly color words if you choose that option)

5. CORE TEXT: ___ dots can make ______ ___ dots are ____
Review the structure of the writing and post the core words where students can easily see and copy them. For most students, trying to write text that rhymes as well as find things to fit each page is too much so do not require rhyming, but you may want to point it out while reviewing the text.
CORE TEXT: ___ dots can make ______
___ dots are ____
___ dots can be ____.
IMPORTANT NOTES:
It is not essential that student use the same core sentence Donald Crews uses. Some students may want to write one of the variations above. The objectives are to practice counting and encourage creative thinking, so don’t let the text get in the way

6. OPTIONS: Depending on the age/abilities of the children, this project can be varied in many ways. This project can be done with very young children just learning their numbers and beginning to write, but it canalso be enjoyed by older children who would focus more on the language, writing, and creativity aspects (and perhaps share their work with younger children when they are finished).
COLOR OPTION: Use multi colored dots rather than just black dots. This is most economically done by having sheets of white dots and letting the children color them as needed. For example: 4 green dots can be peas in a pod from my garden.
SHAPE OPTION: Allow students to use any shape rather than a circle. You may want them to use stencils for this, or draw their own. For example: 6 white triangles can be sailboats on the river.

7. Getting Ideas:
Create brainstorm charts with ideas for each number containing useful vocabulary. Add ideas at the beginning of each day. The more children start looking around them, the more ideas they will have!
Have students take a sheet home and brainstorm with parents for each number (even though this will result more in the parents’ exploring their creativity than the children, it’s still a great family activity and parents’ modeling is always a good thing).
Format of the Book:
Do even or odd numbers (to reduce the work/time required)
Allow students to select whatever numbers they would like to do for a given number of pages to reduce the work/time required (for example, a student decides to do a book with only the numbers 2, 3, 4, 7 and 9)
Have students work in small groups, each student assigned two or three different numbers, then combine their pages into a book (this also reduces the work/time required)
Don’t even do a full book, do individual posters or sheets instead.
Using the blank book as a place to draft, select each child’s best page, edit for final publication, have the child transfer it to a large sheet of paper or cardstock, and create one or more class big books for the classroom library.

8. Writing:
For very young children who may struggle with writing, reproduce pages that already have the core text on them and lines for the child to put in the number and the name of the object.
For older children who are better writers or those who need ore challenge, incorporate extended sentences that further explain the object on each page or use descriptive words such as adjectives.

14. Student practice sheet
1 ______________ black dot can be
2 ______________ black dots can be
3 ______________ black dots can be
4 ______________ black dots can be
5 ______________ black dots can be
6 ______________ black dots can be
7 ______________ black dots can be
8 ______________ black dots can be
9 ______________ black dots can be
10 _____________ black dots can be

15. Ten Black Dots Homework Sheet
Instructions: We have just read a book by Donald Crews called Ten Black Dots. In this book, Donald Crews discovers different things that sets of dots (from 1 – 10) can be. For example, 2 black dots can be the eyes on a fox and 4 black dots can be seeds in the ground or knobs on a radio. Your child will be making his or her own book in class. Please help your child find sets of dots in objects and places around him or her and record ideas on the chart below. You will be surprised what you find once you really start looking!!
1 One black dot can be
2 Two black dots can be
3 Three black dots can be
4 Four black dots can be
5 Five black dots can be
6 Six black dots can be
7 Seven black dots can be
8 Eight black dots can be
9 Nine black dots can be
10 Ten black dots can be