![]() ![]() Sometimes high-order thinking is involved as students develop a mathematical strategy and use number operations and statistics to test a hypothesis (“The average height of an elementary school student is shorter than what Schwartz claims in the back of the book”). ![]() In other cases, students confirm the mathematics behind the author’s statements. “A million basketballs/cats/hot dogs would go how far from this school?”). In some cases, students use the book as a model to explore their own “million” (ex. By extension, it can be used to explore all numbers.įor years, the author has collected examples of student projects that meet education standards by drawing upon How Much is a Million? The creativity of students and teachers is impressive, instructive and sometimes hilarious. How much is the number one million and how is it written numerically? What does each of those zeros mean? How about a billion? A trillion? How can we understand these numbers in terms of our everyday lives? And how do these large numbers compare with each other? Published in 1985 and translated into many languages, David Schwartz’s How Much Is a Million? has become the classic children’s book in the area of big numbers. ![]() Schwartz, illustrated by Steven Kellogg, HarperCollins, 1985. ![]()
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